
COPi-RlGCT DEPOSm 



(Baltimore County Course) 

LESSON PLANS 

IN 

Fourth Grade History 



BY 

M. ANNIE GRACE 
EMMA C. MONROE 

AND OTHERS 

Baltimore County Public Schools 



BALTIMORE 

WARWICK & YORK, Inc. 

1917. 



(Baltimore County Course) 

LESSON PLANS 

IN 

Fourth Grade History 

3 ^'- 

BY 

M. ANNIE GRACE 
EMMA C. MONROE 

AND OTHERS 

Baltimore County Public Schools 



BALTIMORE 

WARWICK & YORK, Inc. 

1917. 



-7/ 



Copyright. U^L". by \\'ar\vick & York. Inc. 



DC! A 4 S n^ 

JAN -4 ISI3 



Iv© I 



CONTENTS. 

LEGENDARY HISTORY : 

Trojan War 1 

UlvYSvSES / 

STUMBLING UPON A CONTINENT: 

Vikings 11 

SEARCH FOR EAvSTERN TRADE ROUTE: 

Marco Polo 25 

Princf. Henry 33 

Vasca da Gam a 37 

SEARCH FOR WESTERN TRADE ROUTE : 

Christopher Columbus 40 

AMEiiiGo Vespucci 44 

John Cabot 46 

Ferdinand Magellan 49 

EXPLORATIONS : 

Spanish — To gain riches and power. 

Vasco Nunez Balboa 53 

Cabeja de Vaca 55 

Hernando de Soto 62 

English — To gain riches and pozver. 

Sir Francis Drake 65 

French — To gain new territory. 

Giovanni da Verrazano 69 

Jacques Cartier 70 

Jean Ribaut 72 

Laudonierre 72 

— To trade in furs. 

Samuel de Champlain 73 

— To convert Indians. 

JoilEt and Marquette 76 

— To explore Mississippi River. 

Robert Cavalier de la SallE 78 

* Where no author's name appears under title of a plan, the contribution 
is by M. Annie Grace and Emma C. Monroe. 



LESSON PLANS IN FOURTH GRADE HISTORY. 

COLOXIZATIOX : 

Attempts at — 

French — Port Royal, Fort Caroline 83 

Spanish — St. Augustine 85 

English — Roanoke 87 . 

Permuyient — 

English (Jamestown. \"a. ) 92 

Dutch (Amsterdam, N. Y. ) 102 

English — Pilgrims (Plymouth. Mass. ) Ill 

—Catholics (St. Mary's. Md.) 120 

— Quakers (Philadelphia. Pa.^i 132 

FRENCH AXD IXDIAX WAR 145 



Lesson Plans in Fourth Grade History 

Legendary History 

Trojan War 

Teacher's Aim : To teach bravery of Greeks as shown m Trojan 
War.. 

Introduction: Name some stories that tell of gods and goddesses. 
Why did the people fear gods and goddesses? There was a race of peo- 
ple who lived in the southern part of Europe (locate on map) who also 
believed in gods and goddesses. These people at one time angered these 
gods and goddesses and a war ensued. Should you like to know how they 
did it and what was the result of the war? 

Pupil's Large Aim : To know what angered these goddesses ; how 
this caused war and the results of the war. 

If this is our topic what should be our next problem? 

Problem I : To find how the gods and goddesses were angered. 

Procedure. 

The trouble began at the wedding of King Peleus, who was a friend 
of many of the gods and goddesses, and a nymph named Thetis. If King 
Peleus were a friend of the gods and goddesses who would be invited to 
the wedding. The gods and goddesses. 

There was one goddess, Eric, who was known as the goddess of strife, 
who did not receive an invitation to the wedding. How do you think this 
made her feel? Very angry. What do you think she would wish to do? 
Disturb the feast after the wedding. Yes, she determined to ruin the feast. 
Tell story of the throwing of the golden apple. What effect did the throw- 
ing of the apple have? Claimed everyone's attention. Why? All were 
anxious to see who would claim it. Who do you think would claim the 
apple? All the most beautiful goddesses. Yes, there were three who 
claimed it. Athene, goddess of wisdom ; Aphrodite, goddess of love ; and 
Hera, queen of heaven and King Zeus' wife. Neither would yield. Who 
should decide this question? Father Zeus should decide. But he was not 
willing to decide which was the most beautiful. Why? He might anger 
his wife, Hera. If he did not wish to decide what might he do? Get some- 
one to decide for him. That is just what he did. Tell story of sending 
the three goddesses to Paris. Should you like to know who Paris was? 
Tell story of Paris — his parents — the prophecy — the result. 

Paris was such a cunning baby that the servant fell in love with him 
on his way fo the mountain. What effect would this have upon the ser- 
vant? He could not kill Paris. No, but what might he do? Leave him on 
the mountain. What kind of people live in mountains? Kind-hearted 
shepherds live in mountains. One of these shepherds carried Paris home. 
What kind of a life would he lead? Very simple life, tend the sheep of the 
shepherd. He grew to be the handsomest man in the world and a judge of 
beauty. When the goddesses came to Mt. Ida where Paris lived, what 
would you expect them to find him doing? Watching the sheep. How' 



2 LESSON PLANS IN FOURTH GRADE HISTORY. 

do you think each one of the goddesses would try to mfluence Paris to decide 
in her favor? Promise him some gift. Yes, they each did. Athene prom- 
ised him great glorv and renown as a soldier. Hera promised him all the 
riches he could\vish, and that he might be king of Asia. But Aphrodite 
promised if he decided in her favor he should have the most beautiful 
woman in the world for his wife. He decided in favor of Aphrodite. How 
did this make ]\Iinerva and Juno feel ? \'er}^ angry. Aphrodite told Pans 
who he was. What would he want to do? Go to see his home m Troy 
and to find his father. Was King Priam glad ? Yes, but also sad ; he would 
now think the prophecy false. After his visit to his friends, what would 
Paris wish to know? Who was the most beautiful woman, and where she 
was. Aphrodite told him that she was Helen, the wife of ^^lenelaus. King 
of Sparta, and that he was going to :Menelaus' kingdom and take her by 
force if necessar}'. 

What will be our problem for next lesson? 

Problem H : Did Paris find Helen, and how did he gain her for his wife ^ 
Let us make our outline for this lesson. 
The Trojan War. 
I. Causes. 

I. Remote. 

a. The quarrel of the goddesses. 

b. Visit to Paris. 
Promise of each goddess. 

Paris' decision in favor of Aphrodite. 
Return from pupils : 

1. Moulding of apple from clay. 

2. Written or oral stories. 

Throwing of the apple. 
Visit to Mt. Ida. 

3. Dramatization — Correlation with language. 
Throwing of apple. 

Visit of three goddesses to Mt. Ida. 

Lesson II. 
Problem II. Did Paris find Helen, and how did he gain her for 

his wife? 

Procedure. 
What did Aphrodite tell Paris about the beautiful woman whom he was 
seeking? That she was the wife of Menelaus, the King of Sparta, and that 
he was to take her by force if necessary. ^^^lO was to help him ? Aphro- 
dite. What would be the best time to attempt to steal anything? \Mien 
the owner is away. That is what Paris did. He waited until he knew that 
]\Ienelaus was awav from home, and with Aphrodite's help, disguised him- 
self as Menelaus. Aphrodite then blinded Helen, and Paris persuaded her 
to go to Trov with him. \Mien Menelaus came home, how did he feel? 
Ver)' angry. What would he decide to do ? Go after Paris and bring 
Helen back. (Tell story of promise made by the princes to Helen's father 
before her wedding to ]\Ienelaus. LHysses had exacted that promise V 
To whom would :Menelaus then go for aid. To these princes. In a short 



LKSSON PLANS IN FOURTH GRADE HISTORY. 3 

time a great army was gathered, 1186 ships and 100,000 men. Agamem- 
non, who was Menelaus' brother, was made chief of all the armies. The 
three greatest leaders were Achilles the bravest, Ulysses the most cunning, 
and Nestor the oldest and wisest. How would they get from Sparta to 
Troy. By water. Use map. What would be our next problem ? 

Problem •, To follow them to Troy and to see what happened when 
they reached there. 

Let us make our outline. 

2. Immediate. 

a. Stealing of Helen by Paris. 

b. Anger of Menelaus. Gathering of vast army. 
Returns from pupils : 

1. Drawing of ship-galley. 

2. Written or oral stories. 
Stealing of Helen. 
Causes of Trojan War. 

Lesson IIL 
Problem HL To follow the Spartans to Troy, and to find out what 
happened when they reached there. 

Procedure. 

What dangers might the ships encounter on their way to Troy? 

Storms, pirates. They had a very stormy voyage, but finally they 
reached Troy and encamped about the city. Why did they not march right 
into the city? City surrounded by a high, square wall. For ten years 
they carried on the war, the Greeks sometimes winning, and some- 
times the Trojans. One day part of the Greek army went to the city 
of Chryse, sacked it, and brought back rich spoils and many prisoners. 
Among these prisoners were Chryseis, daughter of the old priest of the 
Temple of Apollo, and Briseis, her maid. Chryseis was given to Agamem- 
non as his slave, and Briseis to Achilles as his slave. What effect would 
the stealing of Chryseis have upon the priest of Apollo? Make him ver}' 
sad and angry. Read story of offer to pay ransom by the priest. 

Soon after this a great misfortune befell the Grecian army. For nine 
days men kept dying. No one could tell the cause. What would they do 
to find out the cause. Ask the gods. Achilles called the chiefs and urged 
them to consult the gods to see which one was angry. The gods told them 
it was because of Chryseis' captivity. What would they decide to do? 
Send back Chryseis. What would Agamemnon then want since he was 
leader of the army? Agamemnon would want Briseis. How would Achil- 
les feel about this? Very sulky and angry. He sat sulking in his tent, 
and declared he would never lift his hand to help defend the Greeks. What 
should be our problem next time? 

Problem : To find what effect Achilles' sulking had upon the Grecian 
army. 

Let us make an outline. 
n. The War. 

1. Preparations of Greeks. 

a. Calling together of vast army. 



4 IJ';SSON PLANS IN FOURTH C.RADli HISTORY. 

2. Voyage to Troy. 

3. Greeks encamped about the city. 

a. War carried on for ten years. 

b. Sacking of city of Chryse. Chryseis and Briseis prisoners. 

c. Death of many Greek soldiers. 

d. Result of conference with gods. 
Ri^TuRNs: 

1. Drawing. 

Walls of Troy as border. 

2. Written or oral summaries. 

a. Preparation of Greeks. 

b. Attack upon Chryse. 

c. Taking- of Briseis from Achilles. 

3. Dramatization. 

a. Attack ujmmi Chryse. Carrying off of Chryseis and Briseis. 

b. Taking of Briseis from Achilles. 

Lesson IV. 

Problem IV. To hnd what effect Achilles' sulking had upon the 
(^■recian army. 

Procedure;. 

Why was Achilles sulking and angry? His slave Briseis had been 
given to Agamemnon. Who w^as Achilles? The bravest of all the Greeks. 
Without their brave leader what would happen? The Greeks would lose. 
The Trojans won victory after victory. Their most important leaders 
were Paris. Hector, Paris' brother, and King Priam, his father. Hector 
was the hero of the Trojans, as Achilles was of the Greeks. Do you think 
the Greeks were willing to have the Trojans always winning? No, they 
would be troubled. Of what were they in need? A brave leader. Pa- 
trt)clus. one of the dearest friends of Achilles, was very much ashamed 
of the constant defeat of the Greeks. He begged Achilles to lend him his 
beautiful armor that he might lead the Greeks to victory, but Achilles' 
armor did not give Achilles' strength, and Patroclus was killed by Hector. 
How do you think Achilles felt when he heard of Patroclus' death? Very 
nuich ashamed of himself and very sorrowful. 

It aroused him, and he declared he would fight to avenge his friend's 
death. Again he led the Greeks to victory. All this time the Trojans w^ere 
within the walls of Troy. Hector seeing their continued defeat ventured 
out of the city to try to help his people. He was met by Achilles and killed 
with a spear. Some of the Greeks wanted to give up and go home, but 
Ulysses and, the other leaders would not hear of it, so the war continued. 
There were many battles, in one of which Achilles was killed by an arrow 
shot by Paris. Soon after this Paris met his death by a poisoned arrow 
shot by a leper. 

l\ven though some of the bravest of the leaders were killed, the Greeks 
were not willing to give up. Ulysses planned a cunning trick on the Tro- 
jans by which he felt he could cuter the city. What would be our problem 
for next time? 

Problem : To learn the trick played by Ulysses upon the Trojans. 



LlvSSON PLANS IN FOURTH GKAUK HISTORY. 5 

Let us make our oulline. 

4. Quarrel between y\gamemnon and Achilles. 
Briseis taken from Achilles. 

5. Greek leaders killed. 

Patroclus while fighting in Achilles' place. Killed by Hector with 
spear. Achilles killed by Paris with arrow. Paris killed by leper 
with poisoned arrow. 

6. Trojan leaders killed. 
Hector killed by Achilles. 

Returns from pupil : 

Drawing — spears and arrows. 
Written and oral summaries. 
Death of Patroclus. 
Death of Hector. 
Dramatization. 

Quarrel between Agamemnon and Achilles. 

Lesson V. 
Problem V: To learn the trick played by Ulysses upon the Trojans. 

Proceduriv. 

What was the one great aim of the Greeks? To get into the city of 
Troy and take Helen. What kept them out? The high wall. How long 
had they been at Troy. About ten years. How had they tried to capture 
the city? Through war. Why had they not been successful? The Tro- 
jans remained within the city. 

Now Ulysses decided to try a trick. Tell story of the building of the 
"Wooden Horse," of burning the camps and the sailing away of the vessels. 
During all the war the Trojans did not believe they would lose Troy 
because it was protected by an image of the goddess Athene. The Greeks 
knew of this image, and sent word that the horse was a gift to the gods by 
them to insure them a safe journey home. How did the Trojans feel 
when they saw the Greek boats leaving? The Trojans were very happy to 
see the Greek boats sail away, feeling sure that now they were free to come 
out of the city. Why? 

They came out to gaze at the great wooden horse. While there a 
Greek came up and told them a pitiful tale of how he had been left by the 
Greeks. The Trojans were sorry for him and took him into the city with 
them. They then broke down the walls, and with great difficulty wheeled the 
great horse into the city. The soldiers left their guard, and after feasting 
and having a jolly time, they all fell fast asleep. The Greeks came sailing 
back in their ships and crept up to the walls of Troy. What should be 
our problem for next time ? 

Problem : The result of Ulysses' trick in getting the Greeks into Troy. 

Let us make an outline. 

7. Ulysses' Trick. 

L Great wooden horse built. 

2. Greek soldiers hidden within it. 

3. Message sent Trojans. 

4. Departure of Greek fleet. 



6 LESSON PLANS IN FOURTH GRADE) HISTORY. 

5. Stor}^ told by Greek. 

6. Wooden horse taken into city. 

7. Return of Greek fleet. 
Returns from pupil : 

1. Industrial Arts. 

Wooden horse made if possible. 

Spear and breastplate made of wood or paper. 

Bows and arrows made. 

2. Dramatization. 

Planning of wooden horse. 
^Message sent to Trojans. 

3. Oral or written summaries. 

Archilles' plans. 
Building of horse. 

Lesson VI. 

Problem VI : To learn the result of Ulysses' trick in getting the 
Greeks into Troy. 

Procedure. 
Where did we leave the Greek soldiers? Some in the wooden horse. 
Some outside the walls of Troy. Where were the Trojans? Asleep after 
feasting. 

The soldiers in the wooden horse opened a door in his great body and 
came out. They killed the sleeping guard, and then opened the gates to 
the city. The Greeks soon destroyed Troy, only a few of the Trojans 
escaping. How long had the war been going on ? About ten years. What 
were the causes of this war? The quarrel of the goddesses and the cap- 
tivity of Helen. What should you like to know about Helen? If she were 
killed. No, she was freed, and went back to Greece with her husband, 
Menelaus, where they lived in happiness. Let us make our outline. 
8. Attack upon Trojans. 

a. Greek soldiers within city. 

b. Greek soldiers outside walls. 

c. Guards slain. 
HI. Results: 

Troy captured. 

Helen freed. Taken back to Greece with IMenelaus. 
Returns from pupils. 

Written or oral summary. 
The attack. 
Result of attack. . 



IvESSON PLANS IN FOURTH GRADE HISTORY. / 

Ulysses. 

Mode of Attack : Name the greatest of the Greek leaders in the 
Trojan War. Menelaus, Achilles, Agamemnon, Ulysses and Nestor. Who 
was the most cunning of these leaders? Ulysses. Why do you call him 
most cunning? He made the princes promise that they would support the 
husband of Helen. He planned the wooden horse. Do you think that 
the performance of these two crafty acts would have caused him to be known 
as the most cunning leader? No. What should you like to know about 
Ulysses? 

Problem : To learn how Ulysses came to be called the most cunning 
of the Greek leaders ? 

Method of Procedure : W^hat promise was given Helen's father 
before her wedding to Menelaus ? That all the princes would aid Menelaus 
in time of trouble. Who was the man who caused this promise to be given? 
Ulysses. He was not interested in Helen because he wished to marry. her 
cousin Penelope. Now can you see why he caused this promise to be given. 
Tell full story (Chapter I. Story of Ulysses — Agnes Cook.) Ulysses and 
Penelope had been married only a short time when Helen was stolen from 
her home in Sparta by Paris and war was declared. Do you think Ulysses 
would be anxious to leave his home and baby to go to war? Would he 
want to say "no he did not wish to go?" Why? What might he do? Make 
believe he was sick. Would you like to know what he really did? Tell 
story of plowing seashore. When the soldiers discovered that he was not 
crazy, what did he decide to do? To go to Troy. When he reached the 
place where the soldiers were ready to start, he was marked for his soldierly 
frame and sturdy bearing and for the respect that every warrior paid to his 
advice. Tell what they did when they reached Troy. How many times did 
they try to enter the city? Why so long? How did they finally get into the 
city? Tell about the wooden horse. The result. What did the Greeks do 
with the riches they gained in the ruined city? Prepared to take them home. 
It took them three days and nights to get aboard the ships with all their 
possessions. Ulysses and his men were the last to leave Troy. Let us give 
the reasons why he was considered cunning. What should we learn next 
time ? Something of Ulysses' adventures on his way home. 

1. Wedding with Penelope. 

P Aid given Helen's husband. 

2- Aid given by Helen's father to Ulysses. 

2. The oall to aid Menelaus. 

P Helen of Sparta taken to Troy. 

2- Menelaus' call for aid. 

3- Ulysses' unwillingness to go. 

42 His scheme to keep from going. 
52 Failure of scheme. 

• 

3. Ulysses in Troy. 

12 City attacked for ten years. 

2- Taking of city by means of "Wooden Horse." 



8 LKssoN ri.ANS IN FOURTH cradk history. 

3- riundcr of city. 

4- Preparations for return to Sparta. 

Lesson II. 

-Puriiv's Aim : To learn st)niething of Ulysses' adventures on his way 
home from Troy. 

Mi-rrnoD OF Procfduki:: \\ho were the last to leave Troy? Ulysses' 
men filled twenty boats. In what sort of ships were they? What dangers 
are ships apt to encounter? What do storms sometimes do to ships besides 
wreck them? Read about sacking of island of Cicons and light which 
ensued, p. 30, "Story of Ulysses." Driven from the island to their boats 
they were again at the mercy of the wind and waves, but after many days 
ihe Sim came out. They then saw land ahead of them. What do you think 
they then would wish to do? To land and explore the island. Read p. 31, 
"Story of Ulysses," to learn what the Greeks found upon the island while 
Ulysses watched the boats in the harbor. Read p. 32 to learn how Ulysses 
compelled them to leave this "Island of Forgetfulness." W'hat would he 
wish to do as soon as he had gotten the men on board of the ship? Leave 
the island. This is what he did and after sailing for many days they saw a 
beautiful country with wooded hills and dewy meadows. It looked so invit- 
ing that they decided to go ashore. They climbed up a hill until they came 
to a cave which they decided to enter. As I read, listen carefully so that 
yon may be able to tell me to whom this cave belonged ; what they found 
within the cave, and of the difticulty they had in getting away. (Pp. 33-37, 
"Story of Ulysses), read by teacher. Reproduced by pupils. Let us frame 
an outline of Ulysses' adventures to this point. 

4. Adventures during return voyage. 

1- Land of Cicons sacked by Ca-eeks. 

2- Lotus tlowers eaten on "Island of Forgetfulness" by Greeks. 

3- Prisoners in cave in country of Polyphemus. 
Assu'.NMKNT FOR LFsson III: Since the wind drove the boats of 

Ulysses so often from their course, he could not carry out definite plans on 
his trip to S]~>arta. hence he met with many adventures. In order that we 
may learn of sonic of these adventures, we will divide our class into four 
groups. The first group may be prepared to report upon Ulysses' adventure 
with the bag of winds. How he secured it and how it got away from him. 
The second group may report upon Ulysses' adventures in the land of Circe. 
How he met Circe and the difticulty he encountered in getting his men away 
from the land of Circe. The third group may report upon Ulysses' encounter 
with the Sirens. How the Sirens enticed him to their land, and his difficulty 
in getting away. The fourth group may report upon Ulysses' adventures in 
the Sun God's Land. The fate of his men and how LHysses escaped with 
his life. 

Lesson III. 
Recitation upon assigned topics. Outline made at the end of discussion 
of each topic. , 

4- Trouble brought by tampering with the Bag of \\"inds. 

5- Greeks turned into swine by Circe. 

6- Knchantment of Ulvsses bv Sirens. 



LESSON PLANS IN FOURTH GRADE HISTORY. 9 

7- Punishment of Ulysses and his men by the Sun (}od. 

r^ Ulysses left to continue journey alone. 

Assignment: It looked as if Ulysses would surely be drowned while 
clinging to the poor remnant of his boat, but such was not the case for he 
was tossed by the huge waves upon the shore of the island owned by 
Calypso. John may be prepared to tell us at our next lesson how Calypso 
tried to keep Ulysses from learning her land and Walter may tell how 
Calypso was hindered in carrying out her plan. Sarah may tell us who 
aided him after his rescue and Alice may select a group of four people who 
will be prepared to tell us about Ulysses' adventures at the King's Palace, 
which was Nausicaa's home. Alice will select topics and assign them to 
members of her group. 

Lesson IV. 

Reports given upon assigned topics. Outline made by teacher and 
pupils at end of discussion of each topic. Teacher's work will be to guide 
pupils in logical thinking by suggestions or questions. Pupils should be 
encouraged to make outline from which to give report. 

John will tell us how Calypso tried to keep Ulysses from leaving her 
land. At end of John's discussion simple outline should be placed upon 
board. Encourage pupils to ask questions which John may be expected to 
answer. 

Each pupil's report will be treated in the same manner until Alice's 
group is reached. Alice will place her outline to topics upon the board and 
have pupils report upon those topics. Pupils should be privileged to ask 
questions at any time. 

Topics selected by Alice : 

Ulysses at King's Palace. 

1. How Ulysses was received by the King and the Queen. 

2. The story of his mantle. 

3. The feast prepared in honor of Ulysses. 

1- Alysses challenged by Laodamas during games. 

(Two pupils give this in form of dialogue.) Impromptu 
third child give result. 
. 4. Honor paid Ulysses by Demodocus. 

Outline made by teacher and pupils to be placed in pupils' note books. 

8- Drifted by tide upon Calypso's island. 

1-"' Enchantment placed upon him by Calypso. 
2^ Enchantment broken by Minerva. 
92 Drifted into Phaeacia upon raft made by Calypso, 
l'^ Nourishment and clothes given h)y Nausicaa. 
102 Ulysses at King's Palace. 

l-"^ Reception by king and queen. 

2^ Feast given in his honor. 

3-'' Honor paid Ulysses by Demodocus. 

1"* Challenge by Laodamas. 

2* Winning of games by Ulysses. 

3^ Story of adventures told by Ulysses. 

4^ Promise of King to aid Ulysses to reach Ithaca. 



10 LlvSSON PUANS IN FOURTH GRADF; HISTORY. 

Why was Ulysses so anxious to escape going to Troy? Did not wish 
to leave his wife and hahy. While telling the story of his life to the king 
and the queen, of what would he he thinking? Of this hahy hoy who must 
now be quite a young man. What would you like to know about this son 
of Ulysses? His name and something of his life during his father's 
absence. While Ulysses is preparing for his journey to Ithaca, let us learn 
something of what happened there during his absence. 

Lesson V. 

rROBUuM : To learn what happened in Ithaca during Ulysses' absence. 

METHOD OF Procedure : Why did Ulysses leave Ithaca ? To aid in 
war at Trov because of promise to Menelaus. How long did war last? 
Ten years. It has now been ten years since he left Troy. How old would 
his little son Telemachus be? About twenty years of age. In all this time, 
no w^ord had come from Ulysses. What might they fear had happened to 
him? That he had been lost at sea. Because of this belief, the chiefs and 
lords of Ithaca who admired Penelope for her beauty sought to win her 
for a wife. Peneloi^^ still hoped that Ulysses would return to his home 
so she refused each one. In their determination to win her they began to 
sack her land, hoping to frighten her into submission. Penelope, who was 
noted for her beautiful weaving at last fell upon a plan to keep them from 
aimoying her. Having set up her loom, she said that she would give her 
answer to them when the robe was linished. Rach day she spun and each 
night she undid part of what she had done during the day. As she worked 
at this weaving she grew very jiale and sad. \\ hat effect woukl this have 
upon Telemachus? Make him feel very sad and wish for his father's 
return. 

Legends tell us that one day as Telemachus sat watching these men 
who had taken possession of his land, a stranger dressed as a warrior 
appeared in the hall. This warrior was Mentor who advised Telemachus to 
ask the gods to him send the suitors from his palace and also to help him 
go in search for his father. This Telemachus promised to do and early the 
next morning called the chiefs and lords to council. I will read from the 
Odyssey, an account of this meeting. 

Because these men would iiromise him nothing, he was very sad and 
went oft alone to the shore where he was met by Mentor who helped him 
prepare to go in search of his father. When all was ready, Ulysses stole 
quietly to the castle and bidding his old nurse goodbye took his supj-jlies 
and started on his journey, IMentor going with him. At sunrise they reached 
land and upon going on shore were welcomed by the rulers of the country. 
These rulers could give no news of Ulysses hence Mentor changing herself 
into a sea-eagle flew oif in search of him. At our next lesson we will learn 
if she found him. 

5. Changes in Ithaca during absence of Ulysses. 

1- BeHef of men that Ulysses had been lost at sea. 

2- Lords and chiefs eager to win Penelope. 

3- Penelope's belief that L^lysses would return. 

4- Land sacked by lords and chiefs. 

5- Aid £:iven Telemachus bv Mentor. 



IvESSON PLANS IN FOURTH GRADE HISTORY. 11 

Lesson VI. 

Problem : To learn if Mentor aided Ulysses in regaining his kingdom. 

Mode of Procedure : Mentor leaving Telemachus and disguised as an 
eagle flew on and on until she found Ulysses who was really near Ithaca, 
but because of dense fog did not know it, hence was very sad. When 
Mentor cleared the fog, Ulysses discovered that he was near his own land. 
Mentor explained to Ulysses just how matters stood in his kingdom. Then 
changing him into an old man she sent him to a faithful old swineherd to 
hear the whole story while she went to bring Telemachus home. Returning 
with him she met Ulysses at the swineherd's hut. The swineherd recogniz- 
ing his young master spread refreshments before him, the three men eating 
together. All during the meal, Ulysses gazed with pride upon his noble son. 
At the close of the meal, Telemachus sent the swineherd to Penelope with 
news of his safe return. During the swineherd's absence, Mentor while 
invisible to Telemachus changed Ulysses into a strong man again. When 
Telemachus saw him in this guise, he thought he was a god, but Ulysses 
making himself known to him told him he was his father. 

Knowing of the great task which lay before Ulysses, Mentor again 
changed him into the old beggar, who with Telemachus and the swineherd 
met the men who had taken possession of the kingdom. In the fierce battle 
which ensued, Ulysses and his helpers were victorious. 

After the battle, Ulysses was changed again into his former self and 
was recognized by Penelope. Can you imagine the joy of the reunion and 
the happiness which followed ? 

6. Return of Ulysses to Ithaca. 

P Aid given by Mentor to Ulysses. 
1-^ Raising of fog 

2^ Uniting Telemachus and Ulysses. 
3^ Help during fight with chiefs. 
4^ Uniting Penelope and Ulysses. 

References: Story of Ulysses— Agnes Spofford Cook. Pub. Sch. 
Pub. Co., Bloomington, 111. Stories from the Odyssey — Jeanie Lang. E. 
P. Button & Co., New York. 

Stumbling Upon a Continent 

Vikings. 

Introduction: Where do you live? Tell us something about the 
house in which you live. Who would like to tell something about an 
important building in his community? An old resident. An important 
building in your community, county or state? 

Before all of the people came to this country who lived here? Indians 
and Pioneers. Let us compare our country as it is now with our country 
in those early days. In order to do this, we will divide our class into two 
groups, Indians and Pioneers, who will report to the class about our country 
in their time. (Review of third grade work.) Who should report first? 
Indians. Why? Lived here before Pioneers. Let us list the topics upon 
which these two groups will report. 



12 LlvSSON PLANS IN FOURTH GRAniC HISTORY. 

Indians and Pioneers. 

1. Home — description of country. 

2. Food. 

3. Shelter. 

4. Clothing-. 

5. Transportation. 

6. Social life. 

Where will you get material for your report? Books, pictures, informa- 
tion gained from last year's work. 

Each group may select a captain who will distribute the pictures and 
books lying on the table in your class room, and assign to each member 
of his company the topic upon which he is to report. 

Lesson 11. 

Of what is our history lesson to consist today? Of a report from the 
connnittee on Indian life in our country. The captain of this company may 
take charge of the lesson, and may have his committees report. 

Captain : The group that is to describe the condition of the country at 
the time the Indians lived here may report now. 

At the time, the Indians lived here, part of this country was a vast 
vvildeniess and part was a great prairie. No railroads or electric cars were 
seen. On the rivers only the canoes of the Indians darted here and there. 
Of course, there were neither telephones nor automobiles. You would have 
called this a wild country indeed and are perhaps wondering where and how 
these ]')eople obtained their food. The next group of Indians will tell you this. 

Through these forests roamed many wild animals and in the trees 
lived many birds. The Indian braves learned to hunt these animals, espe- 
cially to the deer and wild turkey. They also learned to catch the fish that 
were found in the streams. The squaws and children gathered berries and 
wild fruits in the forest. Usually they had plenty to eat during the sunmier, 
but at times during the winter, they suffered because they could not find 
enough food. 

The deer and large animals that were killed were used for many pur- 
poses. The next two groups of Indians will tell us what was done with the 
skins. 

We have brought a picture of an Indian village. Here you may see 
the homo of the Indian, his wigwam, as he calls it. The squaw made this 
wigwam out of the skin of the deer killed by the brave. Perhaps she, too, 
cut the poles that you see at the top of the wigwam. Each of the drawings 
that you sec on the wigwam tells a story of sonre brave deed performed by 
some Indian brave. 

John, who owns an Indian suit, has worn it this morning, and will tell us 
how the Indians get their new suits. 

\Mien the Indian brave brings home a deer the squaw skins it and pre- 
pares the skin for the suit. It must be stretched, then hammered and 
scraped until it is soft and smooth. The squaw then cuts the suit with a 
knife; she sews it with the sinews of the deer. Sometimes she trims the 
suit with beads or with fringe. Wt would not like this suit very well, but 
the Indian boy was very prouil of it 



I.F,SSON PLANS IN FOURTH GRADE HISTORY. 13 

We are to tell of the way in which Indians traveled. We have brought 

"In Field and Pasture," from which we will read on p . I think that 

will tell us what we want to know. Fred has brought a canoe made of 
birch bark that you may pass around while we read. 

The last group is to tell about the social life of the Indian. They have 
learned some of the Indian games, which they will play for us. Games 
played : 

Running Races. Ten little Indian Boys. Come, Let's Play We're In- 
dians. John Brown's Indians. Shooting With Bow and Arrow. Hunt- 
ing Games: Imitating Calls of Birds and Animals. 

Let us make a short outline to place in our history notebook. 

I. Our Country. 

1. At the present time. 

1- Many, many white people living here. 

2- Comfortable homes of brick, wood or stone. 

3- Many, many large buildings. 

42 Electric cars and telephones in use. 

52 Automobiles and electric lights common. 

2. Long, long ago. Only Indians roaming in the forests or on 

the plains. Wigw^ams made of skins of animals. No large 

buildings or factories. No mode of travel except pony or 

canoe. 

In the third grade you learned of some white people who traveled 

through the forests, and often met these Indians. Who were they? The 

pioneers. Long before these pioneers came white people known as Vikings 

came to the shores of America. Try to find out at home who these people 

were, and from what country they came. 

Lesson III, 

Problem i. To learn who the Vikings were, and from what country 
they came. 

These Vikings were brave men who lived in Norway (show on map 
or globe). Wc want to learn something of this country. In what ways 
may we learn of a country ? Visit it, read about it, or have someone tell us 
about it. In which way would you really like to learn about it? Visit it. 

The only way for us to visit Norway will be to go there on an imagi- 
nary journey. What must we learn first? Where Norway is. In which 
direction to go. (Locate Baltimore and Norway on map or globe). 

From our knowledge of the location of Norway what kind of clothing 
will we need on this journey? Heavy, warm clothing. We will take a 
train to New York, then take a boat to Norway. In what direction will 
we go. Northeast. Trace journeys until North Sea is reached. Give name 
of this body of water. Land at Bergen, Norway. Discuss fiords and 
scener)^; also occupations of people, stressing the fact that they are living 
peaceably with each other. 

This has not always been true of these people, for in the early days, 
when the Indians were roaming through America, these Vikings were con- 
stantly warring upon each other. The country was divided into many lit- 
tle kingdoms. The different rulers of these countries were each jealou? 



14 i.iCssoN n.ANS IN Kouuru (n^\^^: history. 

of the other's riches. It was no lUKXinuuon happeniiii;- for one of these 
nilers to leather tOi;etlier some o( his brave men, and unfurling- the sails of 
his dragon ships, would start oft" to harrv the enemies' country. If his haiul 
were stronger than that of the enemy, he wouUl leave the country laden with 
riches; sometimes witii the ruler as a captive, to be made a slave or thrall. 
IvCt us read from Vikin*:^ Tales, page 27, a story that an old man in Norway 
told a little lad of how he went harrying a neighboring kingdom at one 
time./uul of what happened after he was taken captive . 

Norway at the present time has only one king. What has hapiiened 
between that time and this? These little kingdoms have been united. What 
would we like to know? 

Proiu.Km II. Through whose eft'orts these kingdoms were united into 
one kingdom. 

OUTLINE. 

I. Norway. 

1. Trip to Norway. 

1- Located iu northern part of Europe. 

2- Northeast from l^niteil v'^tates. 

.V- v^cenery dift'erent from United States. 
• 1'' b^iords and mountains making lieautiful scenery. 

2'' LiMig nights ami short days. 
4- t^ccnpalion oi iieo]ile. 

1' At present time t'lshing, lumbering and farming; 

living peaceably. 
2'-' In days of long ago fanning and tlshing - warring 
upon one another. 
Jvcad ■'l..iiul oi Midnight Sun" from b'ield and ra>ture. 

Lesson IV. 

1''roiu.1\%[ 11. To learn thnnigh whose efforts these kingdoms were 
united into one kingdom. 

.•\t the time that Norway was united into one kingdom records were 
not kept as they are today. The only way of gaining information was by 
means of stories. Fathers told their sons of the brave deeds and adventures 
o\ the Norse people. These tales were told over and over until everybody 
knew and loved them. Some men could sing and play the harp. This made 
the stories all the more interesting, and at the first sound of the harp people 
\\(niKl run in all directions crying out. "The Skald! The Skald! A saga!" 
Tliey well knew that one of these men or skalds would sing a storv or saga 
of some Norse hero. One of the brave heroes about whom manv sagas 
have been sung and stories told was Ilarald, the king, through whose eft'orts 
Norway was united into one kingdom. What should we like to know first 
about this king? His early life. 

One of these old stories tells us that Harald was the son of King Half- 
dan. who ruled one of the small kingdoms of Norway. Let us read from 
N'iking Tales, p. 313. llarald's birth and how be received his name. When 
lie was seven months old he cut his tirst tooth. As was the custom, he was 
then given tooth gifts by bis father. On page 19 we will read of these tooth 
gifts. What was the most important gifts? The thrall. This thrall was 



MCSSON I'l.ANS IN KfXJKTiI CKADI', HISTORY. 15 

Harald's constant conijjanion. As they roamed over the wild country to- 
gether Olaf told llaroldniarvclous tales of the brave deeds of the Norsemen. 
Jle related many legends of th works of th goddess and gods. What was 
Olaf's purpose in telling Ilarald these stories of the bravery of his ances- 
tors? To instill ideas of bravery. Let us read jniges 19-26 in our Viking 
Tales. This will give us some of these stories of brave deeds. (Jn jjage 
48 we will find some of the things Harald liked to do. 

Olaf told Harald stories of war or of the gods until lie could in his 
imagination see those riding among the storm clouds and throwing his ham- 
mer until he knew that a brave man has many wounds, but never a one on 
his back. Many nights he dreamed that he him.self walked into Valhalla, 
and that all the heroes stood up and shouted, "Welcome, Harald Ilalfdan- 
son !" At this time he began to wish for a sword of his own. He went 
much to the smithy, where he watched the warricjrs mend their helmets and 
make their spears and swords of iron and bronze. One day he made him- 
self a spearhead, into which he beat .some runes. The men at the smith v 
opened their eyes wide and lf>oked at the boy when they saw the runes, ior 
few Norsemen could read. They asked Harald, "What does it say?" lie 
replied, "It is the name of my spear point, and it .says, "Foe's fear." 

Read on page 49 and .SO how he secured a handle frjr his sword, and 
of the adventure he had while securing it. At this time, when I larald was 
ten years of age, his father died. Who would then be declared king? 1 far- 
aid. What should be our f^rfjblcm for next lesson? What kind of a king 
Harald proved to be. 

2. Union of kingdoms of Norway. 
1^ Harald. 

V' Early life. 

V Son of King Halfdan. 

2'* Given many gifts at age of seven months. 

3'* Companionship of ()\-di. 
!•'' Many stories told. 

44 "Foes Fear" made. 

Lesson V. 

ProbuvM III. To learn what kind of a king Harald proverl to be. 

How old was Harald when he became king? Read pages .S3-61 to 
learn of the funeral customs of these days. King f falfdan, who had been a 
mighty warrior, had many foes, who feared him while he livcfl. What 
would the foes, who were kings of the other little kingfloms, try {o do when 
they learned that only a lad was now king? 

Make war against Harald's kingdom and try to ca]>ture it. What would 
Harald be compelled to do? f^rej^are to defend his kingdom. Upon whom 
would he call? His father's friends. He called three men, to each of 
whom he gave an arrow. Read on page 62 just what was to be flone with 
these arrows. Why was no messenger sent west? Reafl on page 63 about 
the gathering of the army. In what way were these warriors different 
from our .soldiers? Read on page 64 and 6.S afxjut their ride forward to 
meet the enemy. Where were they to get their provisions? Rob the farms 
as they passed through the country. Let us read on pages 6.5-67 to learn 



16 LESSON I'UANS IN FOURTH CRADIv IIISTORV. 

how llarald met the enemy, and the result of the battle. On the way home 
after the battle llarald met other foes and had many battles, all of vvhieh 
he won. After this his land enjoyed peace for a time. During this time 
Harald, who was not a handsome young man, heard many praises sung of 
Gyda, the beautiful daughter of King Eric of Denmark. Harald was most 
anxious to meet Gyda and to win her for his wafe. Should you like to 
learn how he did this at the next lesson? 

2-> King at ten years of age. ' 

1^ Funeral feast in memory of father. 
2"* Plans of King Halfdan's foes. 
3^ Preparing to defend kingdom. 
44 The Battle with king Haki. 
P Result. 

Lesson VI. 
Problem iv. To learn how Harald won Gyda for his wife. 
Read from Viking Tales pages 71-80. To learn what message Harald 
sent to Gyda, and of Gyda's reply. What was Harald's vow? By what 
new name was Harald known? Teacher tell of Harald's endeavors to 
unite kingdom and of his success. Ref. Viking Tales, pages 81-88. Now 
tiiat Harald has kept his vow, at our next lesson we will learn of the wed- 
ding. 

3" IMessage to Gyda. 

4^ Gyda's reply. 

S'' His vow. Xew name. Battles fought. \'o\v kept. 

Lesson VII. 

Problem v. To learn of Harald's wedding. 

How might we recite this lesson? We might dramatize it. Let us 
read pages 89-94 to learn just what we must know in order to dramatize it. 
Let us list the characters and note the customs of that time. Characters: 
llarald (king); Gyda (princess); Eric (King of Denmark); Guthorm 
(^Harald's messenger) ; thralls (any number) ; women in waiting. 

Customs: Guthorm sent with message to Gyda. His return. Gyda 
sitting on a cross-bench, with a long veil of white linen covering face and 
head. Her women about her. Mead horns passed. Eric's communication 
with Harald. Harald's answer. Procession about room. Presentation 
of holy hammer. Harald's speech to Gyda. The wedding. The feast. 
Return to Norway. 

Now that we know something of the customs of those times, we are 
ready to write our play during our language period this afternoon. 

What was Harald's vow? To unite the kingdoms of Norway. Hqw 
do you think the ruler of the many former kingdoms greeted Harald. King 
of all Norway, upon his return with his bride? Some were willing to ac- 
cept him as their king, and said, "We can work on our farms with peace 
now. Before King Harald came something was always wrong." Ref. 
page 79, Viking Tales. 

Others who liked to fight and go a-viking hated King Harald and his 
new ways. \A'hat might we discuss at our next lesson? What these dis- 
satisfied rulers did. 



l,e;sson plans in fourth cradk historv. 17 

Our outline for this lesson will be very short. We will have only three 
headings. 

6'* Journey to Denmark. 

7^ His wedding. 

8-^ His return to Norway. 

Lesson VIII. 

PboblKm VI. To learn what the dissatisfied rulers of the little king- 
doms of Norway did upon Harald's return. 

One of these dissatisfied rulers, Solfi, rose against Harald and said, 
"We will make that shockhead smart." Harald had killed his father in a 
battle in which Solfi was fighting. Many a dethroned king said, "Why 
should he put himself up for king of all of us? He is no better than I am. 
Am I not a king's son as well as he? Are not many of us king's sons? I 
vill not kneel before him and promise to be his man. I will not pay him 
taxes. I will not have his earls sitting over me. The good old days have 
gone. This Norway has been a prison. I will go away and find some 
other place." 

Read in Viking Tales on page 9.5, and find to what countries these 
vikings went. Let us locate these places on the map. France, Ireland, 
England, Scotland, the Orkney Islands and vShetland Islands. 

What kind of people were these Norsemen? Robbers or vikings. 
Why did they leave Norway? Do you suppose they would be content to 
live peaceably in their new homes? Yes, for a little while, but their love 
for adventure would again lead them into trouble. These Norsemen soon 
began to make trouble, especially in France. Rolf-go-afoot and his Norse- 
men began to wage war on the French King, and there was no way to stop 
him except to give him what he wanted. The king made him a duke, gave 
him broad lands, and gave him the king's daughter for a wife. Rolf 
called his country Normandy, for old Norway. He ruled it well, and was 
a great lord, and his sons' sons after him were kings of England. 

What do you suppose the people of England, Ireland and Scotland did 
when they saw these adventurous Norsemen coming to their shores? Ran 
away. Why? To gather an army to meet them in battle. Yes, they gath- 
ered into great armies to meet these vikings in battle. Sometimes the Norse- 
men lost, but oftener won, so they got land and lived in these countries. 

What direction from Scotland are the Orkney and vShetland Islands? 
NortTT. These islands had good harbors for the viking shi])S. On some of 
them a man could stand in the middle and see the ocean all about him. 
These vikings sailed to these islands, and were pleased. 

So it went until all the lands around were covered with vikings. Norse 
carved and painted houses brightened the hillsides. Viking ships sailed all 
the seas, and made harbor in every river. Norsemen's thralls plowed the 
soil and planted crops, and gold flowed into their master's treasure chests. 
Norse warriors walked up and down the land, and no man dared to say 
them nay. 

Do you think they would forget their motherland, Norway? No, they 
did not forget Norway. Every summer they sailed back and harried the 



18 IvSSSON PLANS IN FOURTH GRADE HISTORY. 

coast. They took gold, grain and beautiful cloth back to their homes from 
Norway. 

What do you suppose King Harald did? Sent out his ships and men 
and hunted these vikings. There are many caves and deep woods around 
the coast of Norway, and in these the vikings hid. Harald went into these 
hiding places and caught many men, but most of them got away and went 
home laughing at Harald. This they did summer after summer. 

How do you think Harald felt wdien he could not stop their robbing? 
Very angry. What do you suppose was the only thing left for him to do? 
Go after them. That is just what he did. He gathered his men and set 
sail in what direction after them? (Map). 

Many fierce battles were fought, but Harald succeeded in whipping 
these robbers in their own homes. Then he placed his earls to rule over 
them, and went back to Norway. Read Viking Tales, pases 99 and 100. 

Why did these robbers leave Norway? Because Harald was their 
ruler. Who was their ruler now? Harald. W'ould they be willing to bow- 
now to King Harald? No. Then what should be our problem for next 
time? To learn what these vikings did. Outline: 

HI. journey west over seas. 

1. Cause. 

1- Resentment of dethroned kings over lost kingdoms. 

2- Resolved not to acknowledge Harald as king. 

3- Resolve not to be governed by Harald's earls. 

2. Journeys. 

1- To France. 

2- To England. 
32 To Scotland. 

4- To Ireland. 

5- To Shetland Islands. 

6- To Orkney Islands. 

3. Revenge against Harald. Return to Norway to harry the 

coast. 

4. Revenge of Harald. Overpowered them in their own country. 

Lesson IX. 

Prori.i:m viT. To learn what these vikings did to revenge Harald's 
actions. 

\A'hv did these vikings leave Norway? Because Harald was their 
ruler and would not let them harry the coast. What had Harald done? 
Gone west over seas and became their king. Do you think they would be 
willing to bow to him now? Read page 103 in Viking Tales, and find what 
they really did. 

Who was to be their leader? Ingolf. \\'hy did they not want to go to 
the Shetland Islands? \Miere did they finally decide to go? To Iceland. 
\Miv? What vow did Ingolf make? "I vow that I will find this Iceland 
and pass the winter there, and that if man can live upon it, I will go back 
there and set up my home." \\'hat vow did his foster brother make? 
"And I vow that I will follow my foster brother," cried Leif. (Explain 
foster brother in \'iking language). 



LrCSSON PLANS IN FOURTH GRADlC HISTORY. 19 

Many men vowed to follow. Before starting on this long journey what 
would they do? Prepare for the journey. Read Viking Tales, pages 106 
and 107, and learn just what preparations they made. How was it decided 
how many men might go? By the numher of oars in the boat. They had 
to depend upon their oars when they had no wind for their sails. 

Read pages 107 and 108 to learn of some of their adventures on their 
voyage. Where did they stop first ? The Shetland Islands. How were 
they received ? How long did they stay ? 

At the end of the three days they left the Shetland Islands, and after 
sailing a long time encountered a terrible storm. Read pages 109 and find 
out what happened during the storm. In the morning the wind died down. 
Great waves still rolled, and for days the sea was rough, but they could put 
up the sails and journey on. 

They came to an empty island, where they spent the night. One of 
the older men didn't want to leave it, saying, *Ts this land not new enough 
and empty enough and far enough? I am tired of sea, sea, sea, and nothing 
else." 

Ingolf said, "We started for Iceland, and I will not stop before I come 
there. I have a vow." 

Then they again started, and soon the desolate sea stretched around 
them. Sometimes it was smooth, but often the ships were torn by the 
winds. Once they ran into a fog. These people had no compass in those 
days. What were their guides? Sun and stars. What might have hap- 
pened to them in this fog? Become confused. They wandered around 
for three days in the wrong direction, and had to turn around and sail that 
weary way again. Read pages 113-18 in Viking Tales, which tells how 
they found Iceland, and their stay. 

In the spring they all went back to Norway. Leif got his boat ready 
to visit Ireland. Why? To harry the coast. What was Ingolf to do while 
he was gone? Prepare for the journey and stay in Norway. 

Leif returned in about two years' time laden with treasures. Read 
paragraph on page 118 in Viking Tales, and learn what the treasures were. 

These people believed in many gods, like the Greeks. What do you 
suppose was the first thing Ingolf and Leif did before starting to Iceland? 
Offer a sacrifice to the gods. Read pages 119-120 in Viking Tales, and find 
what they sacrificed, and to whom they made the sacrifice. 

Ingolf and Leif depended upon the holy pillars, as well as the sun and 
stars, to lead them to Iceland. Where did they get these pillars? From 
the temple. Read pages 121-122, and describe their starting. 

What did they encounter on their first voyage? Storms. This time 
they encountered storms which drifted the pillars away from them, and 
separated Leif from Ingolf. Ingolf sent two of his thralls to search for 
the pillars and for Leif. They came back every week or two, and always 
had to say that they had no success until one year had passed, when they 
returned with sad news. They had found Leif's body. Read on pages 127- 
131 and learn how Leif met his death. 

Ingolf now promised to care for Helga ( Ingolf 's wife). Some time 
after this the thralls returned with the news that the holy pillars had been 



20 LKSSOX ri.ANS IN FOURTH ORAOK HISTORY. 

found. This meant that the temple could now be built. As soon as it was 
completed Ingolf built his feast hall. Read on page 134, Viking Tales, the 
description of this hall. Now that he had his temple and his feast liaH, he 
wished that he might see ships sailing into the harbor bearing people to his 
home, from w'hom he might hear news, and with whom he could feast. 
Soon after this boats did come into the harbor. From what places did they 
come? The Shetland Islands, Ireland and the Orkneys. Read on page 
13^\ second paragraph, and learn what news these visitors brought Ingolf. 
'J'hese people after a time returned home, but they came again and again, 
and soon trade sprang up between Iceland and these other countries. Read 
on page 139, third paragraph. This will tell you what they traded. 

Soon after this Ingolf died, and the skald who sang sagas at his 
funeral called him 'The Father of Iceland," becausie it was through Ingolf 
that Iceland was settled, and trade between Iceland and the other countries 
was established. 

]Many years after Ingolf's death all of the freemen in the west of Ice- 
land met to decide what nuist be done with Eric the Red. who had killed 
some men. They decided to outlaw him. He had been banished already 
from Norway, and now must leave Iceland. What should you like to 
know about him? To what country Eric the Red went after leaving Ice- 
land, and the kind of a life he led. 

Let us make an outline for our books about Eric the Red. 

IV. Iceland discovered (Ingolf). 

1. Reasons for leaving Norway. 

1- Ingolf's dissatisfaction at union of Norway. 

2- Ingolf's decision to hunt new lands. 

2. Trip from Norway to Iceland. 

1- Preparation. 

P Vows of Ingolf and Leif. 

2^ Sacrifice to gods. 

3^ Securing holy pillars for guides. 
2' \'oyage. 

l'" Loss of holy pillars. 

2'-^ Separation of Leif and Ingolf by storm. 

3- The new home in Iceland. 

P Leif's death. 

2^' Thralls finding of the pillars. 

3-' Temjile and feast hall built. 

3. Trade established between Iceland and other countries. 

1- Many ships enter harbor. 

2- Brought wood, grain and flour. 

3- Carried away cloth, wool, fish, oil and feathers. 

Lesson X. 

Problem vht. To learn to what country Eric the Red went after 
leaving Iceland, and the kind of life he led. 

A\'hy was Eric the Red driven from Iceland? He was outlawed be- 
cause of his many fights. \\'ould he go alone? He would be sure to have 
some friends and followers. 



LESSON PLANS IN FOUKTII CKADJ-; HISTORY. 21 

Read Viking Tales, i)age 144, and learn what the men of Iceland said 
of him as he walked from the meeting. "Eric is a bloody man. I am glad 
he is out of Iceland." "His hands are as read as his beard," were some of 
the remarks made by his enemies. 

His friends and followers made such remarks as these : "He walks 
like Thor the Fearless." "His story would make a fine song." "As strong 
and as brave and as red as Thor. Always in a quarrel. A man of many 
places. Outlawed from all of them on account of his quarrels. Where will 
he go now?" 

While these people were discussing Eric he strode down the shore in a 
black temper with his men followers. Where did they go? To Eric'? 
home. How does it tell you, on pages 146 and 148, that they spent their 
last night in Iceland? Feasting. Where did they decide to go? To the 
land Gunnibiorn had told about. While they were discussing this matter 
what message was brought to them? That Thorgest, with all of his men, 
were coming that night to capture him. Read pages 149 and 150, and learn 
how his friend Uyjolf helped him. Bade him come to his farm and hide 
from Thorgest. What would they do while in hiding? Make ready for 
the journey to the new land. They repaired the ship and filled it with 
stores. When all was ready they pushed off with Eric's family aboard and 
his followers. They also took horses and cattle and all kinds of tools and 
food. They expected to go to an empty land. 

When we wish to start for a certain place what must we know? In 
what direction to go. All that Gunnibiorn had told of this strange land was 
that he sailed east when he came home to Iceland. Let us locate Iceland on 
the map or globe. If Gunnibiorn had sailed east to reach Iceland, where 
must he have come from? Greenland. How must Eric sail to reach this 
strange land? West. That is just what he decided to do, even though he 
did not know where the land was. Read on pages 151-154, and learn of the 
adventures that they had on the voyage. How did they finally reach land ? 
They were drifted in to land by a swift under current. This was the way 
that Ingolf and Leif came to find Iceland. What kind of a land would you 
expect this new land in the far North to be? One covered with ice and 
snow. Read pages 155-159, and see if you are right about the kind of land; 
also what name Eric gave this land. "Greenland." Why? In fun or de- 
rision he felt people in Iceland, whom he wished to interest in this new land, 
would like that name, and wish to join him. 

After Eric had been in Greenland about four years he said, "My eyes 
^re hungry for the sight of men and green fields again." He then made 
ready for a voyage to Iceland. When he reached there what would he tell 
his friends? Stories about his new land. He told them such wonderful 
stories about Greenland that many of them made ready to go back with 
him, and the next summer thirty-five ships, laden with men and women, 
followed Eric for Greenland, but only fifteen reached there safely. Eric 
now was happy because of his new companions, but his son, Leif, who had 
grown into a big, strong man, began to wish for a sight of his motherland, 
Norway. He spoke of this to his father, who told him that it was right 
for him to go. What would Leif do? Get ready to go. What will we 



22 l,i:SS<)N IM.ANS IN KOUKTll i'.KADl': lUSrom. 

lake lor our Uipic next lime. 'l\) loani oi Loil's adventures on his voyage 
to Norway. 

V. r.reenlanil iliseovered by iM'ie the Red. 

1. Reasons for leaviui^ leeland. 

1- Outhiued beeau.se of his many quarrels. 

2- Deeision to seareh for Cnuuiibiorn's land. 

2. \\\vaije in seareh of new land. 

1- Sailed west. 

2- Ivnecnnitereil storms ami ieebergs. 

0- Driftetl into new land by eurrent. 

3. New home in Cireeidand. 

1- Covered with iee and snow. 

2- Calleil I'.reenland to urs^e other people io eome. 

4. bjie's visit to leeland. 

1- 'Pold many stories o\ Greenland. 

2- Indueed thirty-live shijvs to fi>lUnv him to Greenland. 

5. I'^ric's retin'n to dreenland. 

1- 1m f teen ships reaehed dreenlaml. 

2- b!ric ni>w satistied with his new luMue. 

Lesson XI. 

rRor.i.i:M i\. To learn i>f Keif's adventures on his tri]i to Norway. 
Individual assiqiuneiUs !.^i\en on previous ilay. Reported upon dur- 
ini;- reeitation upon above jiroblem. 

1. llow Mrie heli">eil l<eif to iM-e[KU"e iov his journey to Norway. Xiking 
Tales, pai^e UW. 

2. Sketeh map on which route is traeeil. Child who reports from this 
map will trace journev as he talks. Read X'ikiui^- Tales, paije 1(>1. 

.V llow l.eif was received in Norway by the kin;;-, CMaf, the great- 
i^randson of llarald. Ref.: \'iking Tales, pages 1(^2-1(\^. 

4. Pil'ticulties on return \oyai;e, and result of these difliculties. 
\'iking 'Pales. [Kige lo.^. 

5. Deseriptiiin oi the new count r\. with reasiMis for name given to 
it. Compare length of day and night in W'ineland with that oi Norway. 
X'iking- Tales, pages l{->5-l(.v . 

(>. l.eif's return to Creettland with proilucts from new country. \'iking 
T.iles. pages U>^>-irO. 

7. Creeting given Leif by his father, luic. X'iking Tales, page 171. 

.\fter th eindividual reports have been given the teacher should aid the 
pupils to organize the material iiUo an outline similar to the folUnving: 

\ l. W'ineland discovered by T.eif b'riesson. 
1. l.eif's \ isit to Norway. 

1- .\id in preparation for journey by Kric. 

2- Krief stops at Iceland. Faroes and the Shetland Islands. 
v^- .\rrival at Norway. 

!•' Desire to see King Olaf. 

2-' A guest at king's feast. 

vV> Invited to sit beside King Olaf on throne. 

4-' King's partitig gift of love. (Two thralls'). 



I^eSSON PLANS IN FOURTH CRADI', IIISTORY. 23 

2. Wineland discovered. 

P vStart for home. 

I-"' Driven out of course by storms after i)assing Ice- 
land. 
2-"' New land sighted. 

14 Explored and named Wineland because of 
grapes found there. 

3. Return to Greenland. 

1- Lumber and grajjcs from Wineland brought to Green- 

land. 

2- Eric's joy at Leif's return. 

3-« Leif's wonderful tales of riches of Wineland. 

14 Desire of many Greenlanders to visit Wineland. 
Whenever these Norse people had learned of a new country what had 
they done? Gone there to settle. The Norse people did not settle in Wine- 
land. Should you like to know what kept them from attempting it? Let 
us frame our problem for our next lesson. To learn who went to Wineland 
and why they did not remain there. 

Lesson XII. 
Prop.UCm X. To learn who went to Wineland, and why they did not 

remain there. 

Read the last paragraph on page 173 in Viking 'J'alcs, and Imd why 
neither Leif nor the Greenlanders went to Wineland. Leif grew so rich in 
his own country that he settled down and thought no more of Wineland. 
The Greenlanders had no ships, so could not leave their own country unless 
Leif should take them. 

Whom does your book tell you, on page 174, came to Greenland a cou- 
ple of years after this? Two traders, Thorfinn and ]'>iarni. Read on and 
find how Eric received them. Made them welcome. Invited them to re- 
main with him all winter. How was this kind treatment returned? The 
traders gave Eric a great sword with a gold-studded scabbard, and many 
other gifts. These men remained with Eric all winter. I'.y the time Yule- 
tide came Eric's supply of food was exhausted, and he grew very sad. 
Thorfinn noticed this, and upon discovering the cause went to his boats and 
brought out much grain and food. In consequence they had a merry Yule- 
tide. 

Read last two paragraphs on page 178, and learn what Thorfinn de- 
cided to do the next spring.To try to go to W^ineland. With whom did he 
talk about this wonderful place? Eric and Leif Ericsson. Eric told him 
that he had tried to go there once, but had met such severe storms that he 
turned back. Leif old him in which direcion he had sailed when he re- 
turned from this wonderful land. He also told him how the shores looked 
that he had passed. Thorfinn decided that he would attempt to find the 
way; then he talked with his men and with Biamni. Read last paragraph 
on page 179, Viking Tales, to learn if they wished to go. In the spring 
they started ofT with two .ship loads of their men and one ship load of Ivric's 
men. Read on page 180 to see who selected the spot to land. Gundrid, 
Thornfinn's wife. In what did they live? Their ships, which were pulled 



24 LKSSON ri.ANS IN KOUKTH ^.K-Mll' HISTORY. 

up on shore. Road page 181-18v\ aiul list iho reasons why you tliink they 
have really reached Winehuul. When they tinally decided lo stay, what 
would they do? Build homes. Read in your hook the descrii^tion of one 
of these homes. Read on and tit\d whi) was known as the ■"Wineland 
King." 

These people lived here happily and at peace tor a long time, hut tinall\ 
decided they must leave this beautiful land. Read the remainder of the 
chapter, and tind what made them arrive at this decision. Iknv did these 
Indians treat them the tirst time they visited them? Kindly, and traded 
furs with them for red cloth. What made them enemies of the Norse peo- 
ple? The bull of Thortlnn's, which came bellowing into their midst. In 
what mood did thev return? \'ery angry, uttering their war cries Jmd 
shooting arrows. During the tierce battle which followed many of the 
Norsemen were wounded. Fearing the Indians, whom they called "Shrae- 
lings." would return at any time, they decided to go back to Greenland. 
\\l\en thev reached home Kric was glad to see them, and was delighted with 
their stores. What had they brought? Luiuber, grapes, wine and furs. 

The next summer Thorfinn took Gundrid and Snorri (his baby) and 
all of his jieople and sailed back to Kxdand. where he lived for the ramainder 
of his davs. People were very proud of him. "That is the man who went 
to Wineland and fought with wild luen. Snorri is his son. He is the first 
and last Winelander. iov no one will ever go there ai:ain. It will he an 
empty and forgotten land." 

So it was for a long time. Some wise men ha\e written stories of 
those voyages, and of that eminy land spi^kcn oi. It seemed like a fairy 
tale, but long afterward, when men began to read the stories and study this 
land and that land, they learned that Wineland was in our own America, on 
the eastern shore of the United States, and they have called Snorri the tirst 
American, and have put up statues of Teif Kricsson. the lirst comer to 
America. 

4. Tcmi>orary settlement at Wineland. 

1- Thortinn and Biarni's visit to Greenland. 

2- Desire to visit Wineland. 

1"' Trip to Wineland with Erie's men. 
3-' Homes built. Lumber cut and wine made. 
4- Coming of Indians or "Skraelings." 

1-' First visit friendly. Furs traded for red cloth. Fright- 
ened otT by bull. 
J?-^ Second visit as enemies. Terrible tight. 
3- Detemiination to return to Greenland. 
P Afraid of return of Indians. 
2'-^ Greeting by Fric upon their return. 

5. Discovery that Wineland was America. 

1-Stories told and written. 

2- Places studied. 

1-' Conclusion that Wineland was situated on east- 
ern shore of United States. 

3- Statues erected of Feif Fricsson. the lirst comer to 

America. 



Ij;SSO.N J'J^ANS IS iOl Kin (,i<AlJ)', HISTORY. 25 

References: Vikinj^ Tales — Jennie Hall. Stories of Norsemen — Jean 
K. ifansom. F. A. Owen J'ublishin^ Company, Dansville, N. Y, America's 
Story for America'.s Children — Pratt. \). C. 11. Co., New York 

Search For Eastern Trade Route 

MAItCO l'()\J) 

TkachKk's Aim : 'Jo teach how the East became better known and 
the influence this knowledge had upon the world. 

J.NTKOoLCTio.N' : What made the Vikings leave Norway? To seek 
new homes and for love of adventure. What effect did their going have 
upon Norway? Gained new kingdoms and established trade. What 
kingdoms did they gain? Iceland, Greenland and Wineland. Locate on 
map. What did they trade? Grain, lumber and cloth-furs, oil, fish, 
feathers. But still very little of the world was known to men. 

\'i<f)i'jLV.M I : W'hy so little of the world was known to the people of 
long ago. 

Pkockdurk. 

When our ships start for England how does the captain know in which 
way to go? Compass tells him. These men had no compass. What was 
their only guide? Sun and stars. So they were afraid to venture far 
from shore out on the "Sea of Darknes.-." When the mariner's compass 
was invented, what were men led to do? Venture out upon Sea of Dark- 
ness. Make charts and maps of what they saw. 

Should you like to know about the invention of the compass? 

The mariner's compass was first known to the Chinese. They used 
it on their junks as early as the eleventh century. The Arabs learned the 
use of it from the Chinese, then the sailors of Barcelona, in Spain, brought 
its use to Europe. The first compass was only a needle that had been 
touched by a magnet and floated on a straw in a basin of water. This 
was of very little use. Then a man named Flavis thought of a way of bal- 
ancing it on a pivot on a card. Do you know of any great man who found 
new land? Columbus. Should you like to know of another great man 
who lived long before Columljus and who had no compass, yet gave as 
much knowledge of a part of the world not known. 

Lesson II. 

PkoiiLEM II: Who helped to make more of the world known before 
Columbus? What part did he make known? 

Prockdukk. 

This great man who made known more of the world and who helped 
geography lived in the thirteenth century. His name was Marco Polo. 
What i.s the first thing we should learn about him? His early boyhood. 
Let us look at this map and find a country called Italy, and in this country 
the city of Venice. Who knows anything about Venice. How are the 
streets there? How are they different from ours? Streets are waterways. 
(Use pictures). 

This is a beautiful city now, but about seven centuries ago it was even 
more beautiful, and it was also a great business center. Not far from the 



26 LlvSSON PLANS IN FOURTH (.-.UADl'; HISTORY. 

cctitor of this great city stood a large mansion, the home of ]\Iarco Polo's 
nnclo, with whom IMarco lived. Marco's father was a rich merchant, and 
merchants in those days were often nohlemen of the city. Marco's uncles 
were also pmsjKM-ous merchants. They had trading factories in \'enice, 
and also in Constantinople on Black Sea. Use ma]i. 

INlarco's father had gone on a trip to one of these factories when Marco 
was horn, and in fact stayed away until Marco was about 15 years old. 
Marco lived with his uncle. What do you suppose he did? Ran in and 
out of the factories, smelling sweet spices, hiding behind bags of cotton and 
soft wool, talking with traders. What kind of a teacher would this rich 
merchant's son have? Private teacher. What would he learn? Geo- 
graphy, history, mathematics. Wliat \vould IMarco \vish? That he might 
g"o with some of these traders. At last when he was about 17 years old 
his father came home. \\'hat should you like to know? What Marco 
Polo's father told him. 

( ) I" r LTN K M.VKOO Po LO 

1. Early Life. 

1. Born in uncle's home while father was away. 

2. Lived in Venice in Italy. 

3. Wniice streets of water. 

4. Beautiful city, rich merchants. ^ 

2. Boyhood. 

1. Kducation. 

1. Private teacher; learned geography, history and ariihmetic. 
2. Pleasures. 

1. Played in spice factory. 

1. Smelled spices. 

2. Hid in bags. Ate Indian Salt. 
vi. Looked at carpets and jew^els. 

4. ^^lshed he could go to the city where these came from. 

Assign Mi^NT: Write one paragraph about city of Venice. What 
were some of the great products of the East? Imagine you are IMarco; 
tell about the spice factory. 

Collect pictures of \'enice. China. 

Lesson III. 

ProblivM : \\'hat IMarco Polo's father told him of his trip in the East. 

ProckdurK. 

A\'hy were the peoj"»le so much interested in Nicolo Polo's account of 
his trip. Had never heard anything^ like it before, and had no books to 
read it from. Why had the Polos gone East? To visit the trading sta- 
tions on the Black Sea. 

After they visited the trading stations and were ready to return to 
Constantinople, they found the roads cut off because the country was at 
war with the iierce Tartar people. These Tartars were very hostile to 
the Christians, and persecuted them at every opportunity. Several times 
people of the East had gathered armies and marched ag^ainst them, but were 
never able to conquer them. These expeditions were called Crusades. 
Even if they did not stop the persecutions they made the world better 



I^ESSON rivANS IN FOURTH C.KADI'; IIJSTOkY. 27 

known, because these peojdc went over land that had never been traveled 
before. 

Since they could not ^o back to Constantino])le, what did they decide 
to do? To push on. They traveled great distances, and everywhere heard 
of the wonderful ruler of China or Cathay, as it was called. (Map). He 
was called Kublai Khan, or the Grand Khan. I^verywhere the Asiatics 
spoke of him as the Lord of Lords, ruler of so many cities, so many gar- 
dens, so many fish pools. The brothers made for his kingdom. Do you 
think the I'olos could have traveled this long distance in a short time? 
No. Why? I'iobbers, deserts to cross, mountains, war, pirates, poor ships, 
no compass. 

It took about three years to reach Cathay. The Khan received them 
kindly. What questions would he be apt to ask? About life in Europe, 
about the emperors, about the dangers they encountered. But most of 
all he was interested in the church of Rome, and he sent the Polos back 
to Europe to take this message to the Pope. He asked the Pope to send 
one hundred missionaries to convert his peo])le to Christian faith, and also 
asked for some holy oil from Christ's sepulchre. How are the Polos going 
to get back to Cathay with the country at war? The Khan would protect 
them. How would he do this? vSend escorts, messengers, etc. 

A king's messengers would be called ambassadors, and they would 
be given everything needful. The Khan gave them a tablet of gold on which 
was inscribed that the ambas.sadors should have everything needful in all 
countries through which they passed. 

When they had made all preparations they took their leave of the 
Khan and started for Venice. It took them three years to travel overland 
from Cathay to Acre, where they took the boat for Venice, which they had 
not seen for fifteen years. How long do you think they intended to stay 
at home? Just long enough to settle up their business affairs and prepare 
for the trip. If you were Marco and heard they were going to return to 
Cathay, what would you like to do? Go with them. That is just what they 
decided to do. What then should be our problem? 

ProbU!:m : To learn something of Marco's adventures on his trip to 
Cathay. 

Let us make our outline. 
3. Story told by Marco's father. 

1. Return cut off by war with Tartars. 

2. Trip to Khan's country. 

3. Reception by Khan. 

4. Commission given by Khan. 

5. Protection given on return journey. 

AssrCNMKNT : Write one paragraph about the riches of the Khan's 
kingdom. Write one paragraph about the commission given by the Khan. 
Write a diologue between Marco and his father in which Marco asks if he 
may go with him. 

Lesson IV. 

ProblKm : To learn something of Marco's adventures on his trip to 
the East. 



JS 1.KSS0N ri.ANS IN I-OIKIU r.KAPK UlSTOK\. 

What wore sonic oi the thiuiis the Polos luul tit do hoforo staftinji on 
their journey? Settle up their Inisiness and prepare for tlie journey. They 
had to go to the Pope for the »nissioi\aries. Mow nuui\ uere ihey to ijot? 
They were to i^et 100 missionaries. They only seemed three. These three 
turned hack before they had j^one very far. Of what were they afraid? 
Ou land: Robbers, deserts and momuains to cross; w.ir. On tlic sea: 
Pirates, poor ships, no comitass. theory of shape of earth. 

The Pope gave the Polos some letters to the Khan, so ihcy wcni on 
with these. Some of the things Marco saw on his journey were making 
muslins in MamisuI. and itatives gathering diamonds in the mountains. In 
winter they gathered the diamonds that the swollen rivers hrouglu down 
to their utouths. In summer they threw huge pieces oi raw men dinvn 
into the chasm. The c;igles bore these pieces of meat to their nests. The 
nati\es w.iiched their chances to go to the eagles' nests and get the vlia- 
monds that had dung to the meat. He also saw pe<.->ple ntamifactming 
velvets and damasks in P^agdad. Marco was also interested in the Persian 
horse, li was such ;i noble anim;\l. He s.\w the Persian women m.iking 
rugs, coverlets and curtains of velvet. 

On thev jounieyed over sandy deserts eiglu days long, .uul over hor- 
rible salt deserts, where they nearly perished oi thirst. 

They climbed the llitnal.iya mountains. Here M;irco became ill. and 
they bad to stop. When he was better they pushed on until they reached 
the Khan's country. They still had many weeks of travel. The Khan's 
country w;is well mattaged. and his post runners soon delivered the message 
that the \"cnetians were coming. These jHxst rmmers lived near the post' 
stations where the \enetians were entertained. 

These post statiotis were J5 miles ajwrt. and the runners from one 
statiott took the news to the next station. The runners here took it on lo the 
next. .\s the Polos neared the palace the Khan came out to meet them. 
C^^n what do you think he was riding? C^n an elephant. How did they 
greet the Khan? Prostrated themselves ox\ the ground. 

Then the king bade them stand, and showed great pleasure at their 
comittg. They gave him the letters from the Pope, with which he was 
very much pleased. After this they produced the oil from the sepulchre, 
and at that the Khan was delighted. When he looked at the company 
whom do you think he would be apt to itiMice? Marco Polo. 

They were all entertained at the Khan's palace. It did not take Marco 
long to learn the customs of the court. \"ery soon he was speaking and 
writing the Tartar language as well as he could speak and write Italiaix. 
The Khan became very fond oi him and took him into his ser\ice. What 
should be om- problem next time? 

pROiu.KM : What were some of his duties while in the Kh.m's service? 
l.et us ni;tke our outline. 
4. M.irco's trip to Cathay. 
1 Prcixir;.tiou for the trip. 

1 Securing o priests, letters and oil. 
J. Trip to Khan's land. 



U'.SSON PLANS IN I'OUKTfJ (,kAUl', IliWfnUV. 29 

1. I'y waffT to Acre. 

2. liy land to Cathay, 

3. What seen by Marco. 

1. Making soft musljns at Mosel. 

2. Natives ji^atherin^ diamondn. 

3. Making rugs, curtains in i'ersia. 

3. 'I'riji from Khan's lanrl to palace. 

1. News of their coming carried by jxjsl runners. \ 

2. Stations where they rested. 

3. Met by Khan on elephant. 

4, Arrival at j^alace. 

1. Customs learned cjuickly by Marco. 

2, Khan's fondness for Marco. 

Ass/GNMKN'f: Write the dialogue between the priests and the Polos 
before their return to Venice. Dramatize "Post Runners," "Meeting of 
the Khan and the I'olos." 

Lesson V. 

pRonuvM : What were some of Marco's duties while in the Khan's 
service? 

\'\<()(:f',\)i:ki-.. 

ff .Marco was to be an ambassador of the Khan, what would be some of 
liis duties? To go on errands. The I^mperor became fond of him, and 
sent him out to many j^arts of his kingdom. Marco had once heard him say 
that some of his ambassadors were "no better than fools" because they 
brought such little news back from their trips. "I had rather be told the 
strange things and manners of the different countries you have seen than 
merely about the business you went upon." What do you think Marco 
would do? Tell the Khan of all the strange things he saw. 

J low did the Khan feel about this? Very much pleased with Marco, 
Yes, he said that if Marco lived he would certainly be a man of great 
wealth and ability. The Khan sent him on many errands to various parts 
of the I^ast. lie visited many parts of China, seeing all their strange cus- 
tr;ms ; then went to Japan, where grew pepper, nutmeg, cloves and other 
s[;ices; then Sumatra, where he saw wild people, a wild elephant hunt, the 
rhinf>ceros, monkeys, and even cannibals. He visited Ceylon, where the 
people liverl very much like wild beasts, raised nothing but rice, but pos- 
sessed many beautiful gems, principally rubies, sapphires, topazes and 
amethysts. From here he went to India, where he saw a great pearl fishery 
and divers going down to the bottom for pearls. lie even went into Africa, 
f.ocate these places on map. 'i'race Polo's journey. What kind of people 
dirl he see there? lilack jjeople or negroes. Some of these were very 
wild. Me saw many wild animals, too. What animals did he see? 
("/iraffcs, lirms, apes, leopards and ostriches. 

When he returned from this great trip how do you think the Khan 
would treat bin)? Like a hero. Yes, the people called him Messer Marco 
Polo, anrl he was made governor of one of the Khan's provinces. This 
was a very great honor indeed. The Polos had been away from home 
nf>vv for seventeen years. Marco's father and uncle were getting old. 



30 IJCSSON PIvANS IN FOURTH GRADIv HISTORY. 

What would they wish to do? Return to Venice. Marco also thought he 
would like to return to Venice. Why? To tell of his travels. 

Why would the Khan he unwilling for them to go? He wished Marco 
to remain in his ser\ice as amhassador. He enjoyed the reports of Marco's 
travels. 

Just ahout this time the Khan of Persia sent his messengers to Kublai 
K'han asking for the hand of a young princess in marriage. The maiden 
was young and beautiful, and the Khan feared to send her by the overland 
route. Wh\? The constant wars among the Tartars, the unsafe roads, 
the difliculty of travel. What was the only way to go to Persia? By sea. 
What kind of men would they need? Good, trustworthy sailors. 

The three Polos were very skilled in navigation, and were the only 
trustworthy sailors the Khan could command. He fitted out a splendid 
s((uadron of ships, and dispatched the three Venetians and the Persians. 
What will be our problem next time? 

Proiu,Km : To learn if the Venetians and the princess reached Persia 
safely. 

5. Marco in the Khan's service. 

1. Sent to many parts of the kingdom. 

2. Brought ba.ck good reports of strange customs. 

3. Khan very much pleased. 

4. 'Pravels in other countries. 

1. China — saw many strange customs. 

2. Japan — saw pepper, nutmegs, cloves and spices growing. 

3. Sumatra — Saw wild people, a wild elephant hunt, monkeys, 

4. Ceylon — people lived very much like wild beasts, raised noth- 

ing but rice, but possessed many gems. 

5. India — saw great pearl fishery and divers. 

6. Africa — saw wild animals and wiUl black people. 

5. Return to Cathay. 

1. Treated like a hero. 

2. Made governor of province. 

AssiGNMivNTs: What T would have enjoyed most with Marco Polo. 
Write one paragraph telling why the Khan selected the Polos to escort the 
Persians. 

Lesson VI. 

Proiu.I'M : To learn if the Wnietians and the jirincess reached Persia 
safely. 

Prockdurk. 

What was it the Polos desired to do? Return to Venice. What great 
commission was given them ? To escort the princess and the messengers to 
Persia. How were they to go? By water. Why not by land? The con- 
stant wars among the Tartars and the difticnlty in traveling over unsafe 
roads. 

The Polos started out with the Persians. They sailed for two long 
years, stopping at Sumatra and India, or wherever the port was safe. Of 
what were they afraid? Of robbers. They passed the Afalabar coast, that 
rich land of jiepper and spices. Trace voyage. They lost 600 men. but 



I^DSSON PfvANS IN FOURTH CKADIv HISTORY. 31 

the rest finally arrived safely in Persia. They had brought with them the 
Khan's golden tablet. Of what use was it? They could demand supplies 
all along the way. When they reached Persia the Persian King gave them 
another golden tablet for safe conduct through his kimgdom. Indeed he 
sent them forth with troops of horses and clever guides, or they never 
could have found their way across the rough country. How do you think 
the princess felt when it was time to bid them good-bye? Very sad indeed. 
She wept as they left her. On their way home they heard that Kublai 
Khan had died. They had left Cathay just in time. When they arrived 
in Venice no one knew them. Why? Marco was no longer a young man, 
having been away about 25 years. Nicolo and Maffeo were old men. They 
looked like the Tartars. 

'J'hey found their home in the possession (jf their cousins, who called 
them imposters. They did not know what to do. Finally they arranged 
a great feast, to which they invited many friends. When the time arrived 
for sitting down to the table, they came forward dressed in long crimson 
satin robes. When water for the hands had been served, they took off 
their robes and put on others of crimson satin, while the first suits were cut 
up and divided among the servants. 

Then after partaking of some of the dishes, they went out again and 
come in dressed in robes of crimson velvet, and the second suits were cut 
up and distributed among the servants. When the dinner was over the 
robes of velvet were also divided among the servants, while they put on 
dresses of the ordinary fashion worn by the rest of the company. When 
the cloth had been removed, the servants were ordered from the hall, and 
Marco brought out the three shabby dresses they' wore when they first 
arrived. 

They took sharp knives and ripped open the seam. Out of these they 
took many precious stones, rubies, sapphires, carbuncles, diamonds and 
emeralds. Why had they sewed them in the seams? Afraid of robbers 
on the journey home. How did this display of wealth influence the rela- 
tions? They knew that these men were the Polos. What do you think 
Marco liked to tell? About the wonderful sights he had seen. 

Marco hoped to live a quiet life in Venice, where he could entertain 
his friends talking about his wonderful travels and his visit to the Khan's 
home, but war was going on between Venice and Genoa. Marco was 
called upon to fight for his country. He was given command of one of 
the war-galleys of the Venetian navy. W^hat will be our problem for next 
time. 

Prohlf.m : To learn of Marco's adventures in the war between Genoa 
and Venice. 

5. Heard of Khan's death. 

6. Voyage to Persia. 

1. Acted as escort to Persians. 

2. Went by sea to Persia. 

3. Two years to make the trip. 

4. Guides and horses given by King of Persia. 



32 LTvSSON PLANS IN FOURTH GRADl; HISTORY. 

7. In Venice. 

1. Found home in i)ossession of cousins. 
2. Not recognized by cousins. 

3. Distribution of gowns among- servants. 

4. Great wealth of gems shown. 

5. Accepted by friends. 

6. Desire to Hve quiet Hfe. 

7. Appointed commander of war-galley during war with Genoa. 
Assignments: Why do you suppose it took the Polos so long to 

reach Persia? What news did they hear on their journey? Why did they 
feel that it was a good thing that they had left Cathay? W^rite one para- 
grapli telling of their reception in Venice. 

Lesson VII. 

Problem : To learn of ^larco's adventures in the war between Genoa 
and Venice. 

Procedure. 

\\'hv was Marco given command of one of the war-galleys? He was 
skilled in navigation. In a battle off Genoa with Venetians, which lasted 
all day, they were beaten, Marco Polo, with 7000 others, was taken pris- 
oner and put in chains. Sixty-six of the Venetian war-galleys were burned 
and 18 taken to Genoa. The prisoners were taken to Genoa, and Marco 
was thrown into prison. He had a companion in prison, a gentleman from 
Pisa. To pass away the time Marco told this companion of the marA-elous 
tales of his Eastern journey. The man was charmed, and being a scholar 
he offered to write them down, so INIarco dictated them. 

When the year was up Marco had given us a book of valuable informa- 
tion concerning his travels. Let us name the places through which he 
traveled. New places, some parts of China, Japan, Sumatra, Ceylon. India 
and Africa. Why hadn't more people visited the East? Danger and ex- 
pense of such long trips; lack of knowledge of earth. If they wished to 
open up a better trade, what would they tirst try to find? A new and safer 
route. 

8. Taken j-trisoner. 

1. Battle oft' ('.enoa. 2. INIarco with 7000 \'enetian prisoners. 3. 
'Phrown into jirison at Gicnoa. 

9. Book of travels written. 

1. Companion in prison wrote while ^larco talked. 2. X'aluable inior- 
mation of world given. 

10. Results of Polo's travels. 

1. Book of valuable information. 2. Aided geography — new places, 
maps. 3. Promoted trade with East. 

Assignments: Why do you think Genoa and Venice were at war? 
Why was INIarco given command of one of the war-galleys. Some people 
claim that his imprisonment was a good thing. \\'hy? Give the results 
of Marco's travels. 



LESSON PLANS IN KOT'RTII CKAOK IIISTORV. 33 

PRINCE HENRY. 

Bv MauijK Bkacti vSmith. 

MivTiioD OF Attack. — The children have studied the story of Marco 
I'olo and the known world of the fourteenth century. 

Using this information as the basis, I have developed this plan of the 
study of Prince Henry, the Navigator, in story form, asking thought-pro- 
voking questions at points where the children have sufficient data for 
reasoning. 

TkxT : Builders of our Nation. vMma Holman Burton. 

TeaciiKr's Aim — To teach the search for an ocean route to the Indie.s, 
and the influence this knowledge had upon the world. 

Preparation — Who was called the First Geographer of y\sia? 

What did he do for the world? 

What routes did he show to the land of these riches? 

What other way did they travel, except by land? 

Prince Henry, the Navigator, was the first man to try to fmd a water 
route to India. Would you like to hear of this man? 

Pupii/s Aim — To learn something of Prince Henry, the Navigator, 
and how he helped to find a water route to the Indies. 

To travel on the ocean what instrument would sailors need to guide 
by? vSoon after Marco Polo returned from Asia the sailors of vSouthem 
b'.urope began to use this instrument. They sailed into each little corner 
of the Mediterranean Sea. (Use wall map.) But for one hundred years 
no ships ventured far on the Atlantic Ocean. 

Prince Henry's father was John the First, king of Portugal. His 
mother was beautiful Queen Philippa, granddaughter of Edward the Third 
of England, and his uncle was the "Black Prince," a famous knight about 
whom poets loved to sing. (Use wall map.) Here we can see Prince 
Henry's native land of Portugal. What can you tell me about its western 
coast ? 

Tall, straight timber grew here which might be used for what purpose? 

With a long seacoast and timber for shipbuilding, what might we 
expect the occupation of the people to be? Sailors. Yes, they were. But 
whale oil and dried fish were all that the Portuguese sailors brought into 
their ports. 

As Prince Henry's father was a king, what would we call the people 
who gathered around him? A court. Prince Henry spent much time at 
his father's court, where people from all parts of Europe and Asia came 
to vi.sit. What do you think the people who came from the East told of? 
Yes, they did tell of the splendor of the F.ast. Do you think the King of 
f'ortugal tried to get some of this trade? Yes; they tried many times, but 
the Italians always chased them out of the Mediterranean. 

Now, when Prince Henry was twenty-one he sailed away v/ith his 
father to the northern part of Africa. (Map.) Here some fierce Arabs 
lived. They had conquered Northern Africa, and then had come over to 
Europe and conquered Spain, and were now trying to capture the country 
west of vSpain — Portugal. (Map). 



34 LIvSSON PLANS IN FOITRTII CRADlv IllST(Mn\ 

When the King- of Portugal arrived in the country of tlie Moors they 
seized a rich port. After many weeks the gates were torn down, and Prince 
Henry was one of the first to enter the city. The streets were flowing with 
honey and oil from jars that had been broken during the siege. Yes ; 
bales of silk, caskets of jewels and boxes of spices and pe'"fiune. These 
were all piled under the broken roofs of the houses. 

Prince Henry had heard of but had never seen these riches of the East. 
How do you think he felt? What do you think he wished for his country? 
He knew the country of Southern Europe would not allow him to use their 
trade routes. What idea do you think would come to him? "I wonder if 
there is not some other route to India?'' 

Prince Henry proved himself to be very brave during this war with 
the Moors. What honor did a kin^g often bestow U])on a man when he was 
very brave? Well, when King John heard how brave his son had j)rovcd 
himself to be he made him a knight. 

Now, knights always choose a motto. Prince Henry choose for his 
motto: "The desire to do a thing well." (Write on the board). 

With this motto in mind, I want you to take this question for your 
next lesson : 

"What thing did Prince Henry want to do more than all others?" Let 
us make a few points to help us to remember the part of our story we have 
heard : 

T. The mariner's compass — its effect? 

a. Allowed sailors to go out of sight of land. 
IT. Prince Henry's life at Court. 
HI. The war with the Moors. 

a. Prince Henry saw the riches of the East. 

b. He wished Portugal might trade with the East. 
TV. Prince Henry made a knight. 

a. His motto: "The desire to do a thing well." 
AssiC.NMKNT — Copy Board Sketch. 

Lesson 11. 

What man helped to make the history we are studying about? Prince 
Henry, the Navigator. 

What are we trying to hnd out? (Aim.) What was our assignment 
for today's lesson? "What thing did Prince Henry desire above all 
others?" With this one idea in mind trying to hnd a water route to the 
East, who would he call together to talk it over? Sailors, merchants, 
geographers and map-makers. . 

Well, as soon as he arrived home he called the chief merchants to- 
gether. He told these men to push on to the East through the great sea. 
(Wall map.) But the men shook their heads. Then they told stories of 
how their cargoes had been plundered and their ships destroyed. Is there 
no other way?" asked the Prince. "A way to India by water would be 
cheaper than a caravan route." He looked at the map. (Use wall map.) 
What ways might he suggest? "To the north around England?" "The 
ice blocks the way," the men replied. "To the south around Africa?" 
"No ships sail beyond Caj^e Non, my lord," they replied. 



I^F.SSON PI^ANS IN FOURTH CRADlv HISTORY. 35 

"And why not beyond?" "The ocean boils!" cried one merchant. 
"Hot water monsters puff steam from their noses and swallow a ship at a 
gulp," cried another. "Aye! Aye! your highness," cried a third, "and 
Africa has no end !" 

What could Prince Henry say? He did not know what to say! But 
he decided then and there to find out all he could about the vast, mysterious 
ocean which stretched to the west and south of them. 

There is one little point of Portugal which stretches out to the south- 
west. (Map.) This point is called Point St. Vincent. Here on a rocky 
headland he built a tower. He wanted to start a school. He needed 
teachers. What kind of people would he send for? Map-makers, ship- 
builders and people who had studied navigation. He spent his time in 
hard work. What book might he have gotten to tell him more of the 
East? Marco Polo's book. One happy day a copy of Marco Polo's book 
was brought to him by his brother, Pedro, the Traveler. Here he read all 
about China, India and the Spice Islands, and was more determined than 
ever to find a way to the East. 

In one old book he found that someone said Africa was an island. If 
so, What was all around it? What hope did this give Prince Henry? 

So Prince Henry drew maps and sent out ships. Some of them sailed 
west. Look on your map and tell me what islands they discovered. 
Madeira and Azores. They liked to sail close to the shore. One sailor 
sailed a little beyond Cape Non. Why do you think they wished to go no 
farther? 

Assignment — Think of three ways which Prince Henry might use to 
get them to go on. What topics shall we add to our outline? 
V. Prince Henry talks with the sailors. 
VI. Old ideas about Africa. 

VII. The School of Navigation at Point St. Vincent. 
a. Marco Polo's book. 
VI I r. The Madeiras and Azores discovered. 
IX. Cape Non reached. 

Assignment. 

Draw a picture of the tower built at Point vSt. Vincent. Write about 
Prince Henry's school. 

, Lesson III. 

Where did we leave Prince Henry and his sailors in our last lesson? 

Aim — Today we are to find how Prince Plenry finally made his men 
go on, and how far they succeeded in getting on the water route to India. 

How were the men persuaded to go beyond Cape Non? Praised, 
threatened and rewarded. He did all of these things, and the men crept 
on. Finally they reached a cape about half way down this western coast of 
Africa. (Map, Bojador.) Here they went ashore. What kind of people 
would you expect them to find? People as black as night; with thick lips 
and hair like wool. Here, too, they found ivory, gold dust and nuts. 
What would you expect them to do with these things? Carry a cargo 
home. When this ship returned to Point St. Vincent loaded with cargoes 
like those sold in the Mediterranean, the people of Portugal were delighted. 



36 LCSSON PLANS IN FOURTH CRADK HISTORY. 

How do you think the sailors now felt about going on? Eager. They 
did push eagerly on. A boat soon passed this point (map) called Cape 
Verde. Here the coast turns. As they were still following the coast, what 
direction would they now sail? They went farther and farther, always 
traveling to the east, instead of south. What old belief about Africa did 
the sailors think was true? That it was an island. Such joy as those 
sailors felt ! Now they seemed sure of reaching India around Africa, 
which must be an island, because they were almost around three sides. 

It was here, while the sailors were eagerly sailing east, sure that they 
were well on the way to an ocean route to the Indies, that Prince Henry, 
the Navigator, died. 

This great navigator had overcome the superstition of the men of his 
time, and had tried to give his country the trade which others enjoyed. 

What was his life motto? His best qualities? Capacity for taking 
trouble and desire to do well. Had he fulfilled his motto? What did he 
do for the world? He had started explorers out to find an ocean route to 
the Indies. What titles could we give him? 

The Navigator. The Knight Who Kept His Vow. The First Ocean 
Explorer of Asia. 

What final points may we make to our outline of the work of this navi- 
gator and knight ? 

X. Rich cargoes brought from Africa. 
XI. Cape Verde reached. 

a. Coast turned eastward. 
XII. Prince Henry's death. 
XIII. His Value to the world. 

Assignment — Pretend that you are a pilot on the ship that brought 
back the first cargo from Africa, and tell of your trip — its dangers, adven- 
tures, results. On the base map copy in the full addition to the world 
which Prince Henry had contributed through his explorations. 

' Additional References. 

Prince Henry, the Navigator. By C. R. Reazly. Essays in Historical 
Criticism. By E. G. Bourne. The Sea Fathers. By C. R. Markham. 
The Discoverers of Prince Henry and Their Results. By H. R. ]\Iajor. 

Lesson IV. 

Aim — Today let us contribute our ideas, and we will write a short story 
of Prince Henry, the Navigator, who helped to find an ocean route to India. 
Prince Henry, the Navigator. 

Prince Henry was the son of King John of Portugal. When he was 
twenty-one he went to Africa with his father to fight against some fierce 
Arabs there, called Moors. Here he saw some of the riches of the East. 
He longed for Portugal to trade in such riches. For bravery during the 
war with the Moors his father made him a knight. He chose for his motto, 
"The desire to do a thing well." 

His one desire was to secure the Eastern trade for Portugal. He 
talked witl: sailors and map-makers. These men were afraid to try to sail 
around Africa. He did not know nuich about the ocean, so he established 
a marine school at Point St. Vincent. Here he studied. In time he read 



LESSON PLANS IN FOURTH (iRADK HISTORY. Z7 

Marco Polo's book, and became more anxious than ever to reach the East. 
He sent out many ships. First they discovered islands off the coast 
of Africa. vSoon they reached a point where they found a rich cargo of 
negroes, ivory, gold dust and nuts to bring home. This made the people of 
Portugal quite hapj^y. The sailors crept on until they reached Cape Verde. 
Here the coast turned to the east, and the sailors felt sure Africa was an 
island. Before they found out how large Africa really is, Prince Henry 
died. He had kept his motto, and had started the search for an ocean route 
to the Indies. 

VASCO DA GAMA. 

By Maude Beach Smith. 

Lesson I. 

Method of Attack — The pupils have just completed the story of 
Prince Henry, the Navigator. Using this story as the main theme, I have 
told the story of Vasco Da Gama, not as an individual explorer, but as one 
who carried out plans already well started by his predecessor. The effect 
made upon the world by this voyage may be developed at greater length, 
determined by the ability of the class. Text. 

References. 

The Three Voyages of Vasco Da Gama. By Go.stoi Coirea. 

The Voyages and Adventures of Vasco Da Gama. By S. M. Towle. 

Vasco Da Gama and His Successors. By K. S. Jayne. 

Aim. — To teach the incidents which show the great race for the Indies 
between the Spanish and Portuguese, and the first great accomplishments 
in discovery made by Vasco Da Gama. 

What lasting monument of his life work did Prince Henry leave? Do 
you think his explorations stopped with his death? (Map.) What dis- 
appointment was in store for them? What old belief concerning Africa 
might they recall? 

Slowly creeping down the coast it was a Portuguese named Diaz who 
finally rounded the southernmost point of Africa. (Map.) Here he en- 
countered such terrible storms that he returned to Portugal. When he 
made his report to the king he called the point around which he had sailed 
the Cape of Storms. The King of Portugal corrected him, saying: "No, 
say the Cape of Good Hope." Why? Because now he had good hope of 
reaching India. 

For ten years following Diaz's voyage no further explorations were 
made from Point St. Vincent. What had happened to the desire of Prince 
Henry? (Still not carried out.) It remained for a gentleman of the 
court by the name of Vasco Da Gama finally to carry out the "great desire" 
of Prince Henry, the Navigator. W^ould you like to hear of his voyage? 

Pupil's Aim — To find how Prince Henry's desire of an ocean route 
to India was finally realized by Vasco Da Gama. 

What recent voyage had they to build up their hopes? Diaz's rounding 
the Cape of Good Hope. Ten years after this voyage news came to the 
court of Portugal that Christopher Columbus was trying to reach India by 
sailing in what direction? (Map.) West. How do you think this new? 



38 LKSSON ri.ANS in ForKTU c.KAOI- IMSl'OKN, 

affeotod the Kiiii^- of Portug'al? Ho i.ktorniiiu\l ouco tuorc to take up the 
old method started by Prince 1 lenrv. \\ hat was that : 

To do this he chose a gvntlenuui of his court named \'asco Da Tiama 
to attempt the eastern route to India. W hat equipment would Da C^.ania 
need? He took three vessels: San riabriel, San Rafael and Binis, ami 
about sixty men. Do you think this was a dangerous voyage? ^^'hat did 
he e:xpect to meet when he rounded the Cape oi Cood Hope? Storms. 
How had the Portuguese sailors always sailed?" Do you think he would 
do that now? Xo. He steered straight for the Capo X'erde Islands. 
(]\Iap.) Then Avhat direction did he steer? He reached a little bay north 
of the Cape of Good Hope. Here, as he be^^-an [o round the capo, ho mot 
with the same trouble which Diaz had. What was that? Sti>rms and 
heavy winds. Finally, after tighting these wimls. ho succeeded in riumding 
the cape and started up the eastern coast of .\frica. Did ho hu;; the coast 
now? (^Fap.) Why? Because ho was on now and unfamiliar waters. 
Did he know what direction India was from there? How might ho tincl 
out ? Keep sailing until he happened to hud it or go ashore and ask the 
natives. He did the latter; he went ashore and asked the natives. 

What kind of people do you think ho found on this eastern coast of 
Afiica? Negroes, yes. floors, they wore called. Whore ha\c xmi hoard 
of Moors before? Do you think these Moors liked Christians? No. 
What might they try to do to Da Gama and his men? This made it very 
difficult for \'asco Da Gama. He stopped at many j^lacos, mooting- the 
same hostility everywhere. ^lany of these INIoors were sailors, anil X'asco 
Da Gama saw products of the Kast in their ports. He wished one of those 
men to come on board and steer his boat to Calicut. X\"hat do wo call the 
man who steers a boat? A pilot. After trying unsuccessfully many }'>laci's 
to secure a pilot, what do you think Wasco Da Gama did? Kept on sailing 
around the coast. So he did, and we will hoar in our next lossmi bow ho 
finally gained success by his perseA-erance. 

What have you learned of Vasco Da Gama in our lesson o\ today? 

SUMM.VRV. 

T. Vasco Da Gama chosen to continue Prince Henry's work. 

1. Three vessels — San Gabriel. San Rafael. Birris. 2. Alnnit OO 
men. 
H. His bravery. 

1. Steered for the open ocean. 
HP His difficulties. 

I. The heavy winds at Cape of Good Hope. 2. The JMoors re- 
fused help. 3. Need of a pilot. 
.Assignment — Copy board sketch of Vasco Da Gama's voyage. Show 
his ]">rogress bv dotted lines. Draw a sailboat like the one von think \'asco 
Da Gama used. 

Lesson II. 
Tell me where we left \"asco Da Gama in our lesson of yesterday? 
On the ea.^tcrn coast of Africa. For what was bo seeking? Was bo suc- 
cessful ? 



/.IvSSOX I'l.AXS IN V()\:k'ni rj<ADK If /STORY. 39 

Aim- — 'I'oflay vvc arc to find out how Vasco Da Gama finally reached 
India. 

lie landed frmr times alonj:^ the coast tryinj:^ to obtain a pilot. lie 
liafi been away from home almost a year. What else do you think he might 
be in need of? (Provisions.; ife and his men had scarcely enouj(h left to 
keep them alive. Finally he arrived at Melinda. (Map.; Here he ^ot 
both— a pilot and provisions. 

ilis pilot was an Indian, who was quite familiar with the voyage to 
Calif:ut. (Use majj.j How long do you think it took them to go from 
Melinda to Calicut? it really took them twenty-three days. In May, 
1498, Vasco Da Gama arrived in Calicut. This result was the completion 
of whose work? J'rince Tfenry, the Navigator. Do you think the Eastern 
traders, who were getting rich by using land routes, were glad to see these 
Portuguese sailors? No, they treated them as pirates, for they saw that 
they were dangerous rivals. Why had Vasco Da Gama made this voyage? 
To trade with the I^ast. What, then, must he do? Win over the Eastern 
traders. Ife did talk plainly to them, and finally persuaded them that it 
would be well for them to trade with Portugal. Then, having "accom- 
plished his desire," he set out for home. 

He arrived in Lisbon in 1499, having sjjent no less than two years on 
the voyage. Can you imagine how he was received? 

Hy this time Columbus had made several voyages, and it was known 
that he had not reached India. Therefore, in the great race for an ocean 
route to India, what country won? Portugal. How do you think the King 
of Portugal received Vasco Da Gama? With great favor. What might he 
do to show his appreciation of his work? He appointed him Admiral of 
the Indies. What was the effect of this voyage? 

1 . The growth of Portugal. 

2. The decrease of the trade of the Mediterranean cities. 

3. The downfall of Venice. ("When the news reached Venice the 

whole city felt it greatly, and remained stupified, and the wisest 
held it as the worst news that had ever arrived." 
What points, gained in today's lesson, may we add to our outline? 
IV. A pilot secured at Melinda. 

1. Reached Calicut in 23 days. 
V. Arrival in Calicut, May, 1498. 

1. Treated as pirates. 2. Business arrangements made. 
VI. vSailcd for home. 
VH. Arrived in Lisbon 1499. 
1. Reception. 

a. By people, b. By the king. 
VII i. The effect of the voyage. 

1. Upon Portugal. 2. Upon vSouthern I^uroj^e. 3. Upon Venice. 
4. Upon the world. 
Assignment — What knowledge did Vasco Da Gama's voyage give to 
the world? ( )n base map show, by dotted hne, Vasco Da Gama's voyage# 



Search For Western Trade Route 

CiiRiSTOPiiiiR Columbus. 

By Margaret F. Coe 

Teacher's Aim — To teach that the voyages of Columbus were the 
result of his own thinking- and daring, combined with the knowledge of the 
world possessed at that time ; also to show the results of these voyages. 

Preparation. 

For what had the people of Europe been searching during so many 
years? In what direction had they been sailing? What man did much to 
helj) this along? In what country did he live? Then, in what direction 
do you think all Portuguese navigators would sail in hunting this new route ? 

If you were in Europe (refer to globe), could you reach the East in 
any other way than by traveling in an easterly direction? If you were m 
Europe you could reach the East by sailing west, because the earth is round. 
Did the people in the fifteenth century know that? Those people in the 
fifteenth century knew that, but supposed the earth to be much smaller than 
it really is. What was their idea about the size of the earth. Believing 
that, what would some men probably want to do? This would make the 
trip comparatively short, so someone would probably want to undertake it. 

Pupil's Aim — Would you like to hear the story of the first discoverer 
who tried to find a west way to India? You have already heard of him 
as the man who discovered America. Who was he? But now we are 
going to think of him as the man who did what? 

Presentation. 

What are some of the things you already know about Columbus? 
Home, parents, boyhood, Genoa, opportunity for becoming familiar with 
the water, and talking with sailors. Living on the shore of the sea, what 
did it lead him to think about becoming when a man? 

What are some of the things a sailor needs? A sailor needs maps, 
instruments and ships. 

What instruments had they in those times? Would we be satisfied 
with such instruments? Why not? In those days they had the compass 
and the astrolabe (illustrate), which served for them, but would not be 
sufficient for us. 

How much of the world was then known? Only southern and western 
Europe, southern Asia, and northern Africa were then known. 

What do you know of the maps they had in those days? Their maps 
were very, very crude (Toscanelli). Being interested in the sea, what use 
did Columbus make of these maps? Columbus obtained and studied these, 
then made others for his own use? What could he do that would be better 
than using other men's maps? 

After he had his instruments and maps, what did Columbus still need? 
Columbus still needed ships, which were very expensive to fit out. because 
of the building, etc. He was too poor to do this himself, so he went to the 
King of Portugal. What would Columbus have to do before the king 
would promise aid? In which route do you think this king was more inter- 
ested — ^the southeastern or the western? For which would he rather fit 
out ships? What answer, then, did he give Columbus? 



LESSON PivANS IN FOURTH GRADE; HISTORY. 41 

Columbus showed his maps and told his plans, but the Portuguese King 
was more interested in the southeastern route, so he refused to help 
Columbus. 

To whom would this Genoese naturally turn next? He next appealed 
to the two Italian cities, Venice and Genoa, but was again unsuccessful. 
Knowing the condition of trade then, would you say these cities had any 
money to spend on such a venture? What was their answer? 

z^fter Columbus had planned and dreamed and hoped about it all this 
time, how do you think it made him feel? This was very discouraging, 
but Columbus determined to go to King Ferdinad and Queen Isabella of 
Spain. They asked Columbus to wait until the close of the war with the 
Moors. He waited for seven years, which time he spent in study and 
preparation. 

At the end of seven years the queen persuaded the king to help Column 
bus. He then received ships from Ferdinand. What would he do for 
him? Describe and show pictures of ships. 

What else would be needed before he could start? Men were needed, 
but were unwilling to go on account of their superstitious fear of the un- 
known sea. So prisoners were released, who served as a crew. Why 
would men not be anxious to go. Tell of crew obtained. They sailed 
from the port of Palos (locate) on August 3, 1492. Tell of voyage, trace 
world map. 

How did the men begin to feel at the end of a month or so? What 
trouble would this give Columbus? The men became frightened and quar- 
relsome, which gave Columbus much trouble. 

Just about this time they saw something that gave them much joy and 
hope. What might it be? Soon afterward they saw a flock of birds, then 
a piece of carved wood and a bunch of berries, indications that they were 
nearing land. What would you like to hear of their doing next? Tell of 
landing — locate on map. 

In this zone what did they find growing on these islands? The men 
found palm trees, fruits, berries, etc. What people did they find here? 
Here they found savages, who seemed very odd and strange to them. Sup- 
posing the country to be India, Columbus called these people Indians. Had 
these men ever seen Indians before? What would they think of them? 
What country did Columbus think he had reached? What would you call 
the people who live in India? Who will now tell us how these people came 
to be called Indians? 

What had Columbus expected to find in India? One thing for which 
Columbus was hunting was spices. He found bark and berries much like 
spices, so he naturally supposed he was in India. What does that help you 
to understand? 

What else were these Spaniards even more greedy for than spices? 
These men were greedy for gold, so they bartered for the ornaments which 
they saw the Indians wearing. Then they inquired where the gold had been 
obtained. The Indians pointed out the direction, so what would the Span- 
iards do? They sailed around and searched in the direction indicated by 
the Indians. They found only a little gold, but had a splendid opportunity 
to see the islands. 



42 LIvSSON PivANS IN FOURTH GRADIi; HISTORY. 

What would the people have said if Columbus had just gone home and 
told of all he had seen? What could he do to prove all he might tell? 
The people would have doubted Columbus if he had just told what he had 
seen, so he took back some Indians and curious things, besides a little bit 
of gold. 

lie left some of his men in a fort in Haiti (locate), and after a stormy 
voyage reached Spain in the spring, llow do you think he was received? 
Columbus was given a warm welcome and honored. 

What would Ferdinand and Isabella want him to do next? Tell 
briefly of points touched on subsequent voyages, and lack of gold and other 
wealth. 

Would you say that Columbus succeeded in getting what the j)co])le 
wanted most of all? How would they feel toward him? When Columbus 
failed to find quantities of gold the people became impatient and disgusted 
with him. How do you think this affected Columbus the rest of his life^ 
This made him sad and broken-hearted. He died believing he had seen 
what land? He died with the mistaken idea that he had seen India. 

Geni^rauzation. 

What was it that Columbus started out to do? Which do you think 
is the grander, bigger thing — what he thought he had done, or what he 
really did so? It was more wonderful to discover a new land than to dis- 
cover a new wav to a land already known. WHiat would yoti say was the 
bravest thing Columbus did? Columbus was very brave to venture across 
the Atlantic Ocean "as he did. and this led many other men to follow hi.= 
example. What eft'ect would this have on other explorers and navigators? 

Do you think what Columbus did was of greater or less importance 
than finding gold and riches? What. then, is one of the great things we 
shall want to remember about Columbus? 

Assignments. 

Trace routes on map. Read story in Beginners' American History. 
Draw very simplv or model ships in clay. Make book, using cuttings of 
ships to decorate back. Put record in notebooks in the form of an outline, 
a summary or class story. Follow with Joaquin IMiller's poem in literature 
period. Pure language in the form of a class story, such as the following: 

THE VOYAGE. 

It was a great day in the town of Polos. Soon after sunrise a large 
and excited crowd had gathered down by the water's edge. Everyone was 
eagerly gazing at three small ships which were lying at anchor in the harbor. 
"It is a shame to venture out into the Sea of Darkness with such spl/^ndid 
caravels," said one of the men. "Let the dreamer have his way," replied 
another. 

Just then the crowd parted, to allow a number of men to pass through. 
on their way to the ships. At the head of this procession walked Christo- 
pher Columbus. "What a noble-looking man he is.'' exclaimed many per- 
sons. "This is indeed a happy day for him ; small wonder that he bears 
himself so'proudly." Following Columbus were more than a hundred con- 
victs, who had been released from prison to undertake this voyage. Their 
stcji was light, and their eyes sparkled at the thought of their good fortune. 



LKSSON PLANS IN FOURTH GRADE; HISTORY. 43 

A short while later the little ships weig'hed anchor, as the people otj 
the shore waved farewell. After a few hours Spain was no longer in sight; 
only the great tossing ocean was to be seen. Now and then a large wave 
would roll up and toss the ships from side to side. Sometimes the water 
was bright and shining; again it would be a deep green or a dull gray. 

Once these men stopped to mend the broken rudder of the Pinta. At 
another time a wonderful meteor fell into the sea. Later they saw a great 
quantity of beautiful seaweed. One day, however, the compass needle 
turned, and the crew became very much frightened. They begged very 
earnestly to be allowed to return home. "Sail on," was Columbus' only 
reply. A little later all of the men rejoiced to see two birds flying around 
in the distance. "Surely land is near," they said. By and by a piece of 
carved wood and a bunch of berries floated by. "Our long voyage must be 
nearly over," the crew all said. Everyone watched most eagerly for a sight 
of land. The next day one of the sailors shouted from the mast of the 
Pinta: "A cloud seems to be resting yonder on the edge of the water. 
Keep a sharp lookout for land." In the middle of the following night 
Columbus cried out joyfully: "A light! a light!" The men all rushed out 
and gazed at it a moment with great gladness in their hearts, then burst 
forth into hymns of praise. 

Illustrated Material. 

Have some child make an enlarged illustration of one or more of 
Columbus' ships. Simple compass. 

Bibliography. 

Story of Geographical Discovery — Jacobs — Chapters IV and VII. 

Builders of Our Nation — Burton — Chapter IV. 
CLASS STORY. 
Columbus. 

Christopher Columbus was born in Genoa, in Italy. When a boy 
he wanted to be a sailor. When he was a man he was one of the great 
navigators of Europe. Columbus believed that the world was round. He 
thought he could reach India by sailing west. He wanted to prove this, 
but was not able to furnish ships. 

The King of Italy would not aid him, so he went to Portugal. He met 
with no success there, so he went to Spain. The Queen became interested 
in his plan and helped him get three ships ready for a voyage west across 
the sea of darkness. 

He left Palos August 3, 1492, and after a rough, hard voyage he 
landed on an island October 12, 1492. He thought he had reached a part 
of Asia, and he named the island San Salvador. He called the people 
Indians. Columbus made three more trips to the West Indies, but he never 
knew he had discovered a new country. 

Columbus' Home 

I. Columbus' home. 

1. Genoa. 2. Trading center. 
II. Columbus becomes a sailor. 

1. Studied at Prince Henry's School, 
a. vSir John Mandeville's book. 



44 lKsson pi,ans in fourth cradk history. 

III. Columbus' maps. 

1. The earth is round. 

a. One-half its real size. 

IV. Columbus' plans. 

1. Reach India by sailing- west. 

a. Columbus asks for help. 

b. Portugal and Genoa. 
V. The queen. 

VI. Columbus sails. 

1. The people cheer. 
VII. The voyage. 

1. Fears of the sailors. 

2. Mutiny aboard. 

3. Signs of land. 

1. Land birds. 2. Spray of berries. 3. Cane carved by 
human hands. 
VIII. Discovery of land. 

1. Landing on island. 

a. Who lived there? 

Copper-colored people ; straight black hair, 
b. Names to island and i)eople. 
IX. Returii to Sjiain. 

A reception. 
X. Later voyages. 
XI. Columbus' death. 

A^r KR roo V kspucci 
Rv j\L\RY V. Matacotta. 

Amerigo Vespucci was born in Florence. Italy, March 9, 1451. His 
parents, who had been rich, were now poor, but very proud, and anxious 
for Amerigo to build up the fortune of the family again. His father 
wished him to be a banker, and his uncle, hearing of this, agreed to educate 
him. So Amerigo was sent to the school for the sons of the noble that 
his uncle had opened. Here he was taught languages, mathematics, astron- 
omy and geography. His uncle also taught him how to be friendly with 
all people, because as a banker ho would do business with people of different 
countries. 

While studying geography .Vmerigo felt he would like to cross the 
unknown sea about which he had read. When he left school he knew more 
about geography than any other person of his time. 

Amerigo was placed as a clerk in a large banking-house of the Medici 
in Florence; then he was sent in 14^^0 by Lorenzo di Medici to Spain as his 
agent to a bank. While working in this bank he still worked at maps, charts 
and read ]\Iarco Polo's Book of Travels. 

^^'hen .\merigo saw Columbus sail away he was very much disap- 
pointed, as he had wished to be the first one to cross the unknown sea. \\'hen 
Columbus returned from his voyage he told Amerigo of the new land he 
had discovered. 



LKSSON PLANS IN I-OUKTlI CKADlC HISTORY. 45 

In 1492 Amerigo left the bank and worked for a Florentine merchant 
who fitted out fleets for expeditions. Amerigo helped to lit out the fleet 
for Columbus' second voyage, and he went with Columbus on this voyage. 

After Columbus' third voyage a Spanish gentleman sent Amerigo to 
find a strait to India. Amerigo was unsuccessful, but landed on the north 
coast of South America, then returned to Spain. 

Then the King of Portugal sent Amerigo to explore this new land. 
When Amerigo returned to Portugal he told of his discoveries, and Walds- 
nuiller wrote an account of these discoveries, and suggested -that the New 
World be called after Amerigo Vespucci, America, and so the New World 
was called America. 

References : 

Vespucci — Frederick A. Ober. Story of Geographical Discovery — 
Jacobs. Discovery of America — John Fiske. Encyclopedia Britannica. 

Name- the men whom we have studied who have crossed the ocean. 
Should you like to hear of another man who crossed the ocean? Show 
picture of Amerigo Vespucci. If we want to study about a man, what is 
the first thing we like to know? (His early life.) Listen, I shall tell 
(read) to you about the man's early life. (Tell the part). 

What is his name? Amerigo Vespucci. What was he if he crossed 
the ocean? A navigator. 

Where and when was he born? Florence, Italy, 1451. What about 

his parents? Parents poor, but proud. What did they expect Amerigo 

lo do? Build up fortune. 

Read next part. 

What would be the next thing we would want to know? About his 
education. What did father want him to be? Banker. Who educated 

him? Uncle educated him in his school for nobles. What did he learn 

at school? Mathematics, astronomy, geography, languages, to be 

friendly with people. What did he like best? IJked geography best. 

Read next part. 

What position did he hold in Florence? Clerk in banking house. 

He leaves Florence. Goes to Spain as agent for Di Medici. How many 

would like to find out why? Fitting out vessels. You may look in 

your encyclopedia (home or school) and see how he came to leave Florence, 
and what he did in the new place. Read last part. 

Why was Amerigo unhappy when Columbus sailed away? Wanted to 
sail across the unknown sea? How did it hapj)en that he sailed with Colum- 
bus? Helped to fit out vessels and sailed with C. What did the Spanish 
gentleman send Vespucci to find? A strait. 

What did Amerigo tell when he returned to Spain? Unsuccessful, 
l)Ut landed on north coast of South America. What did King of Portugal 
do when he heard of Vespucci's voyage? Asked Amerigo Ves])ucci to ex- 
plore this land. 

What did Amerigo Vespucci do when he returned to Portugal? Told 
of discoveries. How did this help America to get its name? Waldsmul- 
ler wrote an account, and said to call New World America. 



46 LlvSSON rl.ANS IN FOURTH C.RADl': HISTORY. 

I. Early life. 

1. Born in Florence, Italy, 1451. 

2. Parents poor but proud. 

3. Wished him to be a banker. 
II. Education. 

1. Educated by uncle in school for nobles. 

2. Learned mathematics, astronomy, geography and languages. 
III. Later life. 

1. Became clerk in banking house in Florence. 

2. Went to Spain as agent for Di Medica. 

3. Came to America with Columbus. 

4. Told of America. 

5. America named for Amerigo Vespucci by Waldniullcr in book. 

Assignments. 

Look in Encyclopedia and find out about Amerigo Vespucci's educa- 
tion. Find out why he left Florence. Look for pictures of Amerigo Ves- 
pucci, Columbus, ships of that time, Spain, Italy. 

Globe — Trace journey of Amerigo from Florence to Seville. Trace 
journey of Columbus and Amerigo on second voyage. Trace journey of 
Amerigo to South America. 

Map — Locate Florence, Seville. Trace different journeys. 

John Cabot. 
By Emma K. Dunphy. 

TiCACiiKKs Aim. — To teach how the English claimed the coast of 
North America through John Cabot. 

ChildrKn's Aim. — To hear of one who really came to America. 

PrivTAration. — Review the story of Columbus. We found out that 
Columbus discovered the West Indies. Now. wouldn't you like to hoar of 
:a man who really came to America ? We are going to study about John 
Cabot. 

Procedure. 

Do you know of anyone who was born in Genoa? Columbus. Where 
is Genoa? Show on map. Cabot was born in the same place in 1450. 
What century was that? Fifteenth. How old was he when Columbus 
discovered the West Indies? Forty-two years old. 

He afterwards moved to a city from which Marco Polo sailed. What 
city was it? Venice. Locate on map. What do you think he engaged in 
while there? Trade. Why? Wnice a great trading center. 

Later he moved to Bristol, England. Teacher show on map. While 
there he was appointed to a high office. By this time where do you think 
the news of the discovery of the West Indies by Columbus had spread? 
England. Where did Columbus think he had reached? India. What 
did this make Cabot want to do? Find a shorter route to the Indies. To 
whom did he 'go for pemiission? King of England. 

Columbus, you know, sailed west. Cabot then proposed to go in what 
direction? Northwest. Why did he plan to go northwest? Shorter route. 

In March, 1496, King Henry VII issued Cabot letters authorizing him 
to take possession of any lands which he discovered in the western seas. 



LH;SS0N plans in fourth GRADlv HISTORY. 47 

What j)reparation did he need? Ships, provisions, crew. He also 
took his three sons, Lewis, Sebastian and Sancto, as companions. From 
what place did they sail? Bristol, England. When did they set .sail? 
Spring 1497. How many years after Columbus discovered the West 
Indies? About four and a half years. In what direction did they goi 
Northwest. Where did they hope to go? India and Spice Islands, To 
whom were these parts then known? To Europe. What had Columbus 
failed to do? Failed to reach them. 

Toward the last of June, one bright morning, they saw land in the west. 
It was probably Labrador. Teacher locate on map. Cabot named it "The 
Land First Seen." 

What had Cabot really done? Discovered the continent of North 
America. How did this continent then look? A great lonely land full of 
forests. 

He then went on shore with his crew and sons; set up a large cross 
and two flagpoles. 

On each pole he hoisted a fiag. What flags do you think they were? 
English flag, flag of Venice. Why these flags? Now, in whose name do 
you think he took possession of the land? Name of England. 

It was in this way that the English claimed the eastern coast of Nortji 
America. 

They then sailed around the Ciulf of St. I^awrence trying to find a pas- 
sage to what places? India and Spice Islands. What was the result? 
They failed to find this passage. Locate Gulf of St. Lawrence. What 
did they then do? Returned to England. 

They carried back with them some Indian traps, an American bird 
and the rib of a whale, which they had found on the coast of Labrador. 

What did the king think of his discoveries. Well pleased. What title 
of honor was given to Cabot? Lord Admiral. 

About a year later the Cabots set out for a second voyage to colonize 
the lands which they had found. All but one of the vessels were destroyed 
by storm. 

The story of the voyages along' the Atlantic coast of North America 
probably refer to the one undertaken by his son, Sebastian Cabot. 

Read the story from The Child's Book of American History, by Blais- 
dell and Ball, "John Cabot, the Merchant." 

Joiix Cabot, thk ^Mkrcjifant. 

When Columbus was becoming famous as a sailor there lived in Eng- 
land an Italian by the name of John Cabot. He was a sea captain and a 
merchant ; and he had traveled in far-away lands. One day, when he was 
looking about the streets of a city in Arabia, he saw camels coming into 
town. They were carrying loads of rich spices. 

"Where do those spices come from?" he asked one of the drivers. 

"From a land far to the east," he replied. 

Now Cabot thought that if he sailed west far enough he might reach 
the land from which the spices came. Then news of what Columbus had 
done reached England. 

He then asked the King of England to fit out a vessel for such a voyage. 



48 LKSSON PLANS IN FOURTH GRADE HISTORY. 

Five years after Columbus made his first voyage Cabot sailed across 
the Atlantic to find a new way to India and China. But he found what w'as 
of still more importance. He found the mainland of North America. 

This was in the year 1497. Cabot probably reached the coast of Lab- 
rador. He landed and took possession of the country in the name of King 
Henry of England. He then sailed along the bare and desolate shore for 
nearly a thousand miles, but came upon no such lovely spot as Columbus 
had done on his first voyage. Soon after he sailed back to England and 
told King Henry that he had found the coast of China. The King was 
greatly pleased, and gave him a large sum of money. 

Cabot was now a famous man. He was called the Great Admiral. 
He dressed in fine silks of bright colors, like the other great men of his 
time. So fine did he look that a crowd used to run after him when he 
walked about the streets of London. 

King Henry said : "This is all very well, but where are the spices 
and precious stones that you were to bring home? You had better make 
another voyage and see what you can find.'' 

Once more Cabot set out. This time he sailed south along our coast 
as far as Cape Cod. He planted the fiaig of England on our shore, and took 
possession of the land. 

Nothing more is known about this daring sailor. His son, Sebastian, 
who sailed with him on his second voyage, lived for sixty years after this. 
He became one of the greatest sea captains of his time. 

Outline of John Cabot. 
Birthplace. 

Genoa, 1450. 
Life in Venice. 

A trader. , 

Life in Bristol, England. 

Held a high office. 

Discoveries of Columbus made Cabot eager to cross Atlantic to find a 
shorter route to India. 

King grants permission. 
Leaves port of Bristol, England. 

Chew. 

Companions — 

Sons, Lewis, Sebastian, Sancto. 
Direction. 

Northfest. 
Expecting to reach India. 
Arrival. 

When- 
Last of June, 1497. 

Coast of Labrador. 

Name given — 

"Land First Seen." 
Country. 

Appearance — 
Lonely land. 



UCSSON I'l.ANS IN FOURTH GKADlC HISTORY. 4*^ 

Full of forests. 
Cabot goes ashore. 
Plants cross. 
Plants flagpoles. 
Flag of Venice. 
English flag. 
Takes possession of land for England. 
Sails about Golf of St. Lawrence. 

Failed to find passage to India. 
Returns to England. 
Trophies — 
Indian traps. 
An American bird. 
Rib of whale. 
Reception. 

King well pleased. 
Receives title — 
Lord Admiral. 

Assignments. 

I. Read the story of John Cabot in Montgomery's History. 
II. Write a story from outline. 

III. Trace the voyage of Cabot and indicate route on base map. Locate 

his birthplace, his home in Italy, and the place from which he sailed 
in England. 

IV. Answer the following questions : 

a. Who was the first man to touch the coast of North America? b. 
Why did the English claim the country? c. What did the 
Cabots bring back with them ? d. What had they hoped to bring 
back? How do you think they felt when they failed in their 
search ? 
V. 

a. Describe the country which Columbus found upon his first voyage, 
b. Describe the country which the Cabots found upon their first 
voyage, c. Which place would be a better one for a colony or 
settlement? Give your reason. 

FERDINAND MAGELLAN 
By Edith A. IIakmax 
Am. — To show how India was really reached by sailing to the west, 
and how the world was proved to be round. 

Lesson I. 
What had Columbus tried to do? Columbus had tried to find western 
route to India. What had he really done? He found a new land. What 
new knowledge did people have about the world? From the Indian ex- 
plorers had heard of great body of water to the west. What great ocean 
is west of America? Discovered by Balboa in LSI 3. Did they know of 
this? What had Amerigo Vespucci tried to do? Amerigo Vespucci 
searched for passage through America to this ocean. 



50 l,l^SSON IM.ANS IN li'OllUTlI C.RADK lllSTOKV. 

Knowing of these lands, what would the countries of Europe want to 
do? Spain and l\)rtu'g'al were both anxious to accjuire this new territory. 
What did this cause? Disputes arose; danger of war. Anxious to avoid 
war. 

Should vou like to know how v^pain and Portugal settled their dis- 
putes? Pope at that time head of vState as well as of church asked to set- 
tle disputes. Ciave each right to possession of all lands already discovered; 
gave i'orlugal sole right to eastern route to Inilia. 

I'Apkiin league and measure hy scale of miles. Locate line of demarca- 
tion on wall map; on base map. Why give west to Si>ain and east to Por- 
tugal? Draw a Hue on map from ihc iNorth Pole to the South Pole about 
370 leagues west of .Azores, dividing the world in half. Gave to Spain right 
of possession of all lands discovered in western half; to Portugal those in 
eastern. Calk\l line oi demarcation. 

What was it that many explorers had tried to do, but had not acconi- 
]ilished. None of exjilorers had yet found western route to India. 

Would \t)u like to hear about the man who really reached India by 
sailing to the west !^ In the next lesson we shall hear about this. 

vSl'T\rMAUV OP TjCSSON 1. 

1. Disco\ cry of new lands awakens desire for exploration and posses- 
sion of territory. 

(a) Spain and i'ortugal foremost in this. 

2. Line of demarcation. 

(a) Pope divides wt)rld into two parts, (b) Spain to have dis- 
coveries in western half and Portugal in eastern half. 

Assign MivNT. 

Co\^\ outline in notebook. Draw line of demarcation on outline map 
of the world. 

Lesson II. 

\\'hoin are we going to talk alnnU today? (Tell about IMaigellan.) 

Ferdinand Magellan hrst sailed around world (circumnavigator). 
Magellan, a Portuguese nobleman. S]>ent early life in king's court. Por- 
tuguese interested in East troubknl by floors. Don INIanuel sent ships and 
men to crush IMoors in the East. jNIagcllan went with expedition, and 
fought the Moors in East seven years, ^^'hen power of ]\[oors w^as broken 
returned home. Formed plan of trying to reach S]>ice Islands by sailing 
west. King of Portugal refused to help him. 

him? Dad a good route East. \\'hat country was very much interested 
in exploratiim just now? Spain. How do yon think he persuaded the 
King of Spain to help him? By globe showed King that Sluice Islands 
were in his half of the world. 

The King of Spain gave him five ships and 250 men. How do you 
think Portugal would feel? Portugal tried to persuade hi mto give up 
project. Left Spain September 20. IS\9. 

In what direction would they sail? They sailed to the Canaries, then 
south, then southwest. After two moiUhs' sailing they reached South 
America. \\'hat windd they ilo when they reached South America? 
Saop to rest a few days; fresh food; fresh water. Then sailed along 
coast, searching for passage through. 



I.KSSON IM.ANS JN i-(JUl<Tll OKAUl", i I I S'lOK N'. 31 

Is there a passaj<e llinjuj(h to the ocean? (Look at map.) Tfjiiiorrow 
we shall see if they fouiifl a passage. 

SuMMAKy OJ* LiCSSON II. 

3. Ivarlier Life of Ma^^ellan. 

(a.) I'ortuguese ])y birth, (bj .Sjjcnt tarly hfe in king's court, 
(c) Fought against Moors in J'vast. 

4. Plans to reach vSpice Islands by .sailing west. 

(a.) Plan rejected by Portugal, (b) Plan acceijterl by Sjjain. 

5. Sails from vSi)ain September 20, 1.S19. 

(a) Sails south and then .southwest, (h) Keaches South yVmerica. 
Assignment. 
Copy r>utline in nfjtcliooks. Trace voyage to South America on outline 
map. 

Lesson III. 
Where did we leave Magellan? Ivxpedition sailed along coast until 
winter. Terrible winter. One ship wrecked. Di.scovered passage in spring 
(Strait of Magellan). Magellan named ocean Pacific. How do you think 
the sailors felt when they saw the l^acific? Some wished to go on; others 
to go home for new outfit. Magellan went on; one .ship returned (LS20). 
Would they be prepared for such a journey? Not well prepared for 
such a long journey; tired out; lack of water; lack of food. What hard- 
ships might they sufifer? Suffered terrible hardshi]js. Many died from 
hunger, thirst and disease. After 98 days discovered Ladrones. 

Pushed on again and soon discovered Philippines; took possession of 
them for vSpain. Magellan and many men killed in a fight with a native 
tribe. Abandoned one ship. Remaining men sailed away. They reached 
the Spice Lslands. Got cargo and started for home. <')ne ship leaked; 
only one left, with 47 men. Many of these died before ihcy reached Cape 
of Good Hope. What kind of a cargo would they take home? 

How would they reach home? Reach Spain with one ship and 18 men 
How would they be received? With great honor. Let us summarize 
the results of the voyage for our outline. 

Summary oi< Lksson III. 

6. Discovered strait. 

7. Crossed Pacific Ocean. 

9. Discovered Ladrones. 

10. Discovered Philippines. 

11. Magellan killed. 

12i Reached Spice Islands. 
1.3. Journey home. 

ASSICNMKNT. 

Copy remainder of outline. Trace voyage on majj. 

Clash S'J'ouv. 
Ferdinand Magellan was a native of Portugal. His early life was 
spent at the King's court, and later he fought in the war with the Moors in 
the East. 



52 LKSSON PLANS IN FOURTH GRADlv HISTORY. 

When he returned home he formed the plan of reaching the Spice 
Islands by sailing to the west. The King of Portugal, who had a good 
eastern route, refused to help him. He then persuaded the King of Spain 
to help him. With five ships and two hundred and seventy men he set out 
across the Atlantic, He reached South America, and after a winter of 
hardships found a passage to the Pacific. This is the Strait of Magellan. 

He then steered boldly out across the Pacific. After months of suffer- 
ing from hunger, thirst and disease, and the loss of many men, he reached 
the Ladroncs. A little later he discovered the Philippines. Here Magel- 
lan was killed. 

The remaining Spaniards set sail for the Spice Islands, got their cargo 
and sailed for home. They reached Spain with one ship and eighteen men, 
having been gone about three years. 

They had discovered a strait from the Atlantic to the Pacific ; discov- 
ered the Ladrones and the Philippines; found the Spice Islands by sailing 
west, and proved that the world is round. 

RivKKRKNCKS. — Pioneers on Land and Sea. McI\Iurry. Columbus ajul 
Magellan. T. B. Lawler. 



Explorations 

VASCO NUNEZ BALBOA 
Introduction. — Where did Columbus land when he reached America? 
Cuba and Haiti. What did he call these islands? Hispaniola. Why did 
he call the people Indians? Because he thought he had reached India. If 
he thought he had reached India what did he think might be found here? 
Spices, gold. After the Spaniards had made a settlement on the island of 
Cuba, they made frequent trips to the mainland hunting for what? Gold. 
They planted a few colonics along the coast of Central America but they 
did not thrive. In the island of Haiti there was a Spaniard, Vasco Nunez 
Balboa. He owed large sums of money in Cuba which he could not pay 
and as he was very daring he wished to join an expedition bound for the 
mainland. As he could not pay for his passage, he hid in a cask and was 
carried aboard the ship. Imagine the captain's surprise when after his ship 
was well out to sea a young and handsome stranger stepped from one of 
the barrels. How do you think the commander felt? Very angry. What 
might he have done? Thrown him overboard or put him on a desert island. 
He did not, however, but took pity on the young man and allowed him to 
remain on the ship. When the boat reached the little Spanish settlement 
on the Isthmus of Darien or Panama the natives would not let the com- 
mander land, having heard that he was very cruel to Indians. He there- 
fore put out to sea and Balboa took command of the men. What should 
you like to learn about Balboa? 

Problem I. To learn of the adventures of Balboa while in command 
of the expedition. 

What did he wish to do when he took command? To explore the 
country. 

Why did he wish to explore the country? To hunt for gold. He 
made a friendly alliance with the Indian chief, who presented him with 
gold and slaves. The Spaniards were delighted at the sight of .so much 
riches. They began to melt and weigh the gold, and at last fell to quarrel- 
ing desparately about the division of it. The Indians could not under- 
stand. They knew nothing of money, and valued the metal only because 
it could be made into beautiful ornaments. An Indian boy who had heard 
the dispute told the Spaniards that if they cared so much about the yellow 
stuff, it would be wise for them to go to a country where there was enough 
of it for all. The Spaniards eagerly questioned him regarding this place, 
and he described a country across the mountains and to the south on the 
shores of a great sea, where gold was so plentiful that the natives usel it 
for drinking cups and bowls. 

He made his way through the tangled underbrush and rank tropical 
growth, bidding his men wait at the foot of the mountain while he went 
up alone and from one of the highest peaks he looked down upon a great 
stretch of water which he called the Great South Sea (1513). Falling 
down upon his knees, he gave thanks to God, and then made signs to his 
followers to come up and join him. 

Accompanied by these men, Balboa next went down on the oi)posite 
slope and, reaching the shore, waded out into the ocean, with a flag in 



54 LliSSON PLANS IN FOURTH GRADIi HISTORY. 

one hand and his drawn sword in the other. Standing thus in the waters 
of the Great South Sea, he took possession of it in the name of what 
country? Spain. 

He declared all the countries it bathed belonged to his sovereign. Magel- 
lan named this the Pacific Ocean. On this shore he met an Indian boy who 
repeated to him the same story that the Indian boy had told about the rich 
country on the border of this sea and farther south. 

What would he wish to do? Go to find it. How must he go? In 
ships. Where do you suppose he would get these ships? He would re- 
turn to Darien. 

Yes, and while there he sent word to the Spanish king of his discovery 
of South Sea. He then began to take his ships apart and send them piece 
by piece across the mountains to the Pacific Coast. This was an enormous 
undertaking. The journey was a difficult one, and hundreds of the poor 
Indians who carried the burdens dropped dead from exhaustion. 

At length after many months of labor, four ships were thus carried 
across the mountains and rebuilt on the Pacific Coast. These were the 
first European vessels launched in the Great South Sea. Three hundred 
men were in readiness to go with Balboa on his voyage in search of the 
rich country of the South. 

A little iron and pitch were still needed for the ships and Balboa 
delayed his departure in order to get these articles. 

The delay gave his enemies, who were jealous because of his success, 
time to carry out a plot against him. They accused him of plotting to set uj) 
an independent government of his own and he was arrested for treason. 
In less than twenty-four hours this brave and high-spirited leader was 
tried, found guilty and beheaded. Tomorrow we shall all contribute in 
making an outline of Balboa's adventures for our history books. 

Lesson 11. 

Making thi: Outline. 

1. Introduction. 

1. Discovery of America by Columbus. 2. Spanish settlements on 
islands of Cuba and Haiti. 3. Spanish greed for gold. 

2. Vasco Nunez Balboa. 

1. Reasons for wishing to leave Cuba. 

1. Debts. 2. Desire for adventure. 3 Search for gold. 

2. Voyage to mainland. 

1. Hidden in cask. 2. Captain's forgiveness. 3. In 
command of party. 

3. Search for Great Sea. 

1. Report of Indian. 2. Trip through wilderness. 3. 
Discovery of Pacific Ocean (1513). 

4. Determination to search for rich city. 

1. Boats carried across mountains. 2. Rebuilt on Pacific 
Coast. 3. Balboa's arrest and death. 
Assignments: Write an account of how Balboa secured a trip to the 
mainland. Tell something of the adventures of Balboa in his search for 
the Great Sea. 



Ll^SSON PLANS IN FOURTH GRADH) HISTORY. 55 

Discoverers and Explorers. Edward R. Shaw. Builders of Our 
Country. Southworth. American History (First Book). Perry and Price. 

CABEZA DE VACA. 

Mode; op Attack. — What country helped to fit out ships for Columbus? 
Find Spain on the map. How many journeys to America did he make? 
On what ocean? Trace the first journey on the map. Show the part of 
North America that he touched. When did he come? What kind of 
people did he find here? How did he happen to come? (Planned to come 
and asked for help.) Spain sent out another man, Cabeza de Vaca, who 
also asked permission to come and who traveled by land across America 
from the Atlantic to the Pacific. What kind of people did he meet in his 
travels? (Indians.) Should you like to hear why Spain sent him and of 
some of his adventures with the Indians? 

PuPHv's Aim. — To learn why Cabeza de Vaca came to America and to 
learn something of his encounters with the Indians on his jouurney across 
the American Continent. 

Procedure. — What kind of people were here when Columbus came? 
Some of these Indians in this country (map, Mexico) had grown very rich 
and Cortez, a Spaniard, had come over and conquered them ; he was holding 
their chief, Montezuma, prisoner. He had become very powerful. How 
do you think the King of Spain felt? A little jealous of his power. What 
do you think he might do ? Send someone to make him give up this power. 
That is just what the King of Spain did; he sent Narvaez with 1,000 men 
and 18 ships to capture Cortez, If Cortez had conquered these Indians 
what do you think he did? Fought Narvaez. Yes, he left one-third of his 
men to guard Montezuma, this chief, and taking the other two-thirds, he 
defeated Narvaez and promised Narvaez's men great riches if they would 
follow him. Narvaez had always been a brove man. How do you think 
he felt? He was so covered with shame that as soon as he was released he 
fled to Spain. What do you think he was anxious to do? To perform some 
deed to make up for his defeat. Yes, the king gave him permission to 
explore the north coast of the Gulf of Mexico. (Map.) He was to be 
governor of the River of Palms, Mexico to Cape Town, Florida. 

Assignment. — Read page 19 of Montgomery's Beginner's American 
History and tell how Spain came to control Florida. Child reiwrts as fol- 
lows:, "An old Spanish nobleman. Ponce de Leon, had discovered Florida 
fifteen years before. He set out to find a magic fountain, but instead he 
discovered a land bright with flowers, which he named Florida. He took 
possession of it for Spain." Why do you think the king would let Narvaez 
explore this country? To find gold, spices and rich stores. To find the 
strait connecting the Atlantic and Pacific Oceans. 

What sort of an equipment would the king be apt to give Narvaez? 
A splendid one. What would he need for his voyage across the ocean? 
Ships, men, money, horses. Yes, he had five ships, six hundred people, 
including soldiers, workmen, priests and negroes. He also carried a good 
supply of horses. With these, he hoped not only to get over the ground 
rapidly, but also to frighten the natives. Cabeza de Vaca, the man in 



t 

56 LESSON PLANS IN FOURTH GRADE; HISTORY. 

whom we are interested, came over with Narvaez as treasurer. Why do 
you think this was an important position? Because of the pirates, a very 
brave man was needed to take care of the money. At the next lesson we 
shall find out how he came by this name and also learn something of his 
adventures. 

Let us make an outline for our books. 

CABEZA DE VACA. 

I. Introduction. 

1. Narvaez's trip to Vera Cruz. 

a. His defeat, b. Loss of his army. 
2. Narvaez's return to Spain. 3. Narvaez's desire to wipe out his 
bad record. 4. Commission given by the king. 

Assignment. — Copy outline in books. Sketch route of Narvaez's 
journey to Vera Cruz. Study outline silently. Write a story describing 
the misfortune of Narvaez. 

Lesson 11. 
Narvaez's Search for Panuco. 

Pupil's Aim.- — To learn how Cabeza de Vaca received his name, and 
of some of his adventures. 

Method of Procedure. — Tell — The name Cabeza de Vera means ''cow's 
head" or "head of a cow." Two hundred years before Cabeza de Vaca 
was born one of his ancestors had done great service for the King of Spain. 
Spain was fighting the Moors, and this man led the Spanish army away 
from the Moors safely through the narrow path in the mountains. To 
mark the pass for them he placed there the skull of a cow. From that 
time the family took the name of Cabeza de Vaca, or cow's head. It was 
a brave family, and here was one of them, two hundred years later, sailing 
with Narvaez to find gold and spices on the north coast of the Gulf of 
Mexico. With whom did Cabeza de Vaca start for America? Should 
you like to learn something more of his adventures? 

Where did we leave Narvaez and de Vaca? What might they encoun- 
ter on this voyage? What might happen to vessels in a storm? Either 
driven out of their course or wrecked. Yes, ill luck was with Narvaez 
from the start. The fleet was driven out of its course by fierce storms 
that came from the west, and in one storm off Cuba several vessels were 
wrecked. What effect did this have on his progress? Caused delay. 
Yes, he was delayed for nearly a year. Here is Narvaez in a strange 
country. He wishes to find the River of Palms. What would he be apt 
to do? Secure a guide. They started out in the spring, and the guide, 
making a mistake, landed them just beyond Tampa Bay, on the coast of 
Florida (locate), far away from the River of Palms. It was Good Friday 
in 1528 when Narvaez and his companions knelt and took possession of the 
land in the name of the King of Spain. They believed they were in Mex- 
ico, near the rich city of Panuco. Thinking this, what would they be 
anxious to do? Push on to this rich city. But what of his ships? Sent 
part of the men to take the ships around the coast while Narvaez and the 
rest of the party went by land to meet at Panuco. What difficulties would 
they encounter? Must make way through dense forests, cross streams on 



LESSON PLANS IN FOURTH GRADE HISTORY. o7 

rafts and meet unfriendly Indians. When they started out each man had 
two pounds of biscuit and one-half pound of bacon for their journey. 
There were three hundred and fifty men. How long do you think this food 
lasted? About two days. They traveled fifteen days, forty men riding, 
the others walking. With only a few handfuls of Indian corn to be used 
for food, for days at a time they wandered on and on. How do you think, 
they began to feel ? Very hopeless. Who were the only people who could 
help them out of their difficulty? The Indians. One day an Indian chief 
and his men were seen approaching. He was carried on the back of 
another Indian, and covered with a painted deer skin. A great many 
Indians marched with him, some before and some behind, all playing on 
flutes of reed. Where did Naryaez wish the Indians to take him? To 
Panuco. They did not know where Panuco was, but offered to take him 
to Apalachen. Narvaez let him lead the way, even though Apalachen did 
not sound like Panuco. Why were they willing to go? The chief gave 
the Spaniards his deer skin. What would they give him in return? Beads, 
hawk bells and other things. What kind of a march did they have through 
the forest? A very difficult one. Lightning and thunder storms uprooted 
trees in their paths, filled the swamps so that they often had to wade up 
to their waists. Their hunger was pitiful. At last they reached Apalachen 
with only nine horses, but were very much disappointed in the city. Should 
you like to know why? Let us make our outline. 
II. CabEza dE Vaca. 

1. Origin of name. 

a. Bravery of ancestors, b. Marking mountain pass. 

2. Voyages with Narvaez. 

a. Damage done by storms, b. Landing at River of Palms. 

3. Search for Panuco. 

a. Division of party, b. Difficulties in forest. 

4. Trip to Apalachen. 

a. Meeting Indians, b. March to Apalachen. 
Copy outline. 

Assignment. — Write story of how Cabeza de Vaca came by his name. 
Write story of difficulties in the forest while searching for Panuco. What 
use were they going to make of their horses? How many had they when 
thev reached Apalachen? 

Lesson III. 
Narvaez and de Vaca in Apalachen. 

Pupil's Aim. — To find out why the Spaniards were disappointed in 
Apalachen. 

Method of Procedure. — What city had our party reached? What 
kind of a city had they hoped it to be? Very rich. Instead of a great, 
rich city and plenty of gold, there were only forty small houses made of 
thatch, and" not a man to be seen. The women and boys left the town 
when they saw the strange white men. But while they were disappointed 
at not finding the riches, they realized there was plenty of food. What 
kind do you think they found? Corn. Some was ready to be pulled, and 
some was dry in the warehouse. For this they were grateful, and cooked 



58. I^KSSON PLANS IN FOURTH CRADU HISTORY. 

and ate some. What animals might they have found near this httle settle- 
ment? Deer, rabbits, bears, birds, wild geese and ducks. Yes, and de 
Vaca said in a book which he wrote later on that he saw lions, but we think 
he must have been mistaken. Why? Lions live in hot countries in dense 
jungles. What was the one place they still wished to reach? Panuco. 
What was the best way to get news of this city? Remain in Apalachen 
and inquire of the Indians about this land. The Indians told them there 
was no other town as large as Apalachen near, but that to the west, about 
a nine days' journey, was a town called Ante, near the sea. St. Marks 
of today. They also told them that the Indians of Ante were their friends, 
and they had plenty of corn, beans, pumpkins and fish. Why might the 
Indians of Apalachen be anxious to get rid of these Spaniards? Perhaps 
they feared them, and so were anxious to start them out on this nine days' 
journey to Aute. Let us see at our next lesson if Aute is like Apalachen. 
Let us add a few headings to our outline. 
5. Cabeza de Vaca at Apalachen. 

a. Kind of city, b. Disappointment of Spaniards, c. Food 
found, d. Reason for stay. 

AssiGNMKNT. — Copy outline. Describe Apalachen. Why do we 
think no lions were found near Apalachen? Why were the Indians anx- 
ious to direct the Spaniards to Aute? 

Lesson IV. 
The Spaniards at Aute. 

Pupil's Aim. — To see if Aute is like Apalachen. 

Method of Procedure. — How many days' journey did the Indians 
say it was from Apalachen to Aute? The Spaniards made it in eight days. 
What kind of a town was Apalachen? Well, Narvaez and de Vaca found 
Aute to be a deserted village, with the houses burned to the ground. What 
kind of food had they been told they would find here? Corn, beans and 
pumpkins. Yes, they found plenty of these, and stayed two days. They 
still wished to reach the sea, and Narvaez thought he would send someone 
to try to find it. Whom do you think he sent? De Vaca. He went with 
ten men on horseback and fifty on foot to find the sea. They came to a 
great bay, but not a ship was in sight. How did they feel? Very sad. 
What was the only thing for them to do? Return to Narvaez with this 
news. What did Narvaez then decide to do? Go to this place de Vaca 
had found. 

This was a long, difficult journey; some grew ill. How might they 
have been taken? Carried on horses. It was no merry party that reached 
the bay. Now that they had reached the water, what was to be done? 
Build boats. Narvaez called his men together, and they decided that they 
nuist build boats. Cabeza de Vaca said this was impossible. Why do you 
think he said so? No tools, no iron, no smithery, no oakum, no pitch, no 
tackling, no shipbuilders, and worse still — nothing to eat. One of the men 
said that he could make some pipes out of wood, which, with deer skins, 
might be made into bellows, so a forge was made by this man. The other 
men made nails, saws, axes and other tools. They used the iron from the 
stirrups, spurs and crossbows. There w^as one carpenter in the party, and 
with his help they made five barges, caulked with palmetto and tarred with 



LRSSON PLANS IN FOURTH GRADR HISTORY. 59 

pitch. They made the ropes and tackles from the tails and manes of the 
horses. What could they use for sails? Their shirts. They made oars 
of juniper trees. They found stones for ballast and anchors of the barges 
with great difficulty. They flayed the legs of the horses and tanned the 
skin to make leather' pouches for carrying water. De Vaca said there 
was nothing for the men to eat. How might they get some of this corn 
from Aute for food? The men and horses not employed in building boats 
might get it. Yes, they made four trips into Aute, and brought back six 
hundred bushels of corn. On every third day they killed a horse and 
divided it among those who worked on the boats and cared for the sick. 
When the boats were finished, all the horses except one had been eaten. 
What are they now ready to do ? Sail along the coast. At our next lesson . 
we shall hear of their adventures while sailing the coast. Let us make 
our outline for our books. 
6. Cabeza de Vaca at Aute. 

a. Kind of city ; compare with Apalachen. b. Food found, c. 
Building of boats. 

(1) Difficulties in finding material. (2) Difficulties in ob- 
taining food. 

Assignment. — Compare Aute and Apalachen. Tell of difficulties in 
finding material to build the boats. Compare present mode of building 
boats with method in use at that time. Write after thinking carefully of 
your points. 

Lesson V. 
Explorations Along the Coast. 

What are we to find today? 

PuPiL^s Aim. — To learn of adventures of Spaniards while sailing along 
the coast. 

Method of Procedure. — Now that the five boats were ready, the men, 
only two hundred forty-seven, were divided up into crews of about 
forty-nine men each. Each crew was to sail under a commander. What 
nnist these men have for their voyage? Provisions. What kind of pro- 
visions could they get? Water and corn. By the time the boats were 
loaded they were so crowded that not a soul dared to move, and the edges 
(gunwales) of the boats were just a hand's breadth above the water as they 
left St. jNIarks or Apalachen Bay, sometimes called "The Bay of Horses." 
Why? They sailed westward along the coast, hunting for the River of 
Palms. The water bottles soon rotted and the food gave out. Almost 
starving, for they had only corn in their boats, and almost hopeless, know- 
ing nothing of sailing, they went on and on. Once they came to a rushing 
current of water, which told them they were at the mouth of a great river. 
What river was this? The Mississippi. Follow route on the map. Four 
of the boats got lost, and were never heard of a2rain. Narvaez's boat was 
one of these. The other one of them being Cabeza de Vaca's, kept on 
its way until driven to the shore of Matagorda Island by a storm. They 
were rescued by some friendly Indians, who sat down and wept when they 
saw the starving white men. They decided to stay here all winter, and 
now that Narvaez was dead, they must choose another leader. Whom do 



60 LESSON PLANS IN FOURTH GRADIJ HISTORY. 

you think they chose? Cabeza de Vaca. Should you Hke to hear of his 
experiences with these Indians? Let us make an outhne for our books. 
7. Explorations along the coast. 

a. Preparation. 

(1) Five boats built. (2) Division of men. (3) Provi- 
sions. 

b. Voyage. 

(1) Boats overcrowded. (2) Left St. Mark's Bay. (3) 
Sailed westward. (4) Hardships and sufferings. 

c. Death of Narvaez. 

(1) Passed mouth of Mississippi. (2) Four boats losr. 
(3) Narvaez lost. 

d. Cabeza de Vaca — the leader. 

(1) Fate of other boat. (2) Treatment by Indians. 
(3) New leader chosen. 
Assignment. — ^Copy outline. Write of their experience on the voyage. 
What position did Cabeza de Vaca hold when they started from Spain? 
What position does he hold now? Tell how he became leader. Why did 
they decide to spend the winter here with the Indians? 

Lesson VI. 

Cabeza de Vaca's Experience With the Indians on Matagorda Island. 

How many boatloads of people were saved? Who is now leader? 
Who rescued these people? What were we to find out today? 

Pupil's Aim. — To learn comething of Cabeza de Vaca's experiences 
with these Indians. 

Method of Procedure. — What was the one desire of Narvaez and 
Cabeza de Vaca? To find Panuco and Mexico. What would Cabeza de 
Vaca do? Send out men to hunt for these places. He sent four men. 
During the winter all of the Spaniards died except fifteen. Then the In- 
dians were taken sick and blamed the white men. They wished to get rid 
of the Spaniards. Why did they not kill them? Were afraid of them. 
On what island were they? Matagorda Island. Locate. The Indians 
wished to make the white people useful while these Indians were sick. 
What do you suppose they gave them to do? Made medicine men out of 
them. Why do you think they were unwilling to do this? Afraid they 
might not cure them. When the Indians refused them food, what do you 
think they did? Agreed to act as medicine men. The Indians believed 
that stones and shells had power to cure the sick. The travelers had the 
sick brought to them, said prayers over them, burnt out the wounds, sucked 
the blood, blew on them, rubbed them with stones and cured them. They 
lost not one case. How do you think our doctors would treat these cures? 
Laugh at them. How do you think the Indians treated the white people 
now? Very kindly. Yes, the Indians sometimes went without food in 
order that the white men might have the best. Cabeza de Vaca, with three 
companions, remained with these Indians about a year. Then he joined 
another trib^ of Indians and turned trader. Why did he do this? To 
gather news of the country farther on. What do you think he traded? 
Sea shells and cockles for hides and red ocre. He also wt flint for arrow 



I^IvSSON PLANS IN FOURTH GRADIC ITISTORV. 61 

points, glue and hard canes to make arrows and tassels made of the hair of 
deer. Why did he like this occupation ? Gave him liberty to go where he 
pleased, and an opportunity to get farther away. How do you suppose he 
was treated? Rejoiced at seeing him because of his wares. De Vaca re- 
mained with these Indians for six years, when, finding a good chance, he 
stole away with one companion, and traveled on until he met some Indians, 
who told them three more men like themselves were to be found with a 
neighboring tribe. They went on and found two of their companions and 
one negro who had come with them. These men told Cabeza de Vaca how 
Narvaez's boat had been lost in a storm. They joined Cabeza de Vaca in 
his travels among the Indians where he gained much fame. Should you 
like to know how he gained this fame? 

8. Cabeza de Vaca's experiences with the Indians. 
a. On Matagorda Island. 

(1) Sent men to hunt Panuco. (2) Number of Spaniards 
left. (3) Illness of Indians. (4) Work of white 
men. 
b. In the forest. 

(1) Experiences as trader. (2) Meeting with companions. 
(3) News of Narvaez's loss. 
Assignment. — Copy outline. Describe Cabeza de Vaca's experiences 
as a trader. What news did he gain from his companions? Why did he 
like his occupation as a trader? 

Lesson VII. 
Cabeza de Vaca Famous. 
What work had Cabeza de Vaca been doing with the Indians? He be- 
came famous with them. Let us see why. 

Pupil's Aim. — To find out what made Cabeza de Vaca famous. 
Method of Procedure. — What made the Indians treat Cabeza de Vaca 
so kindly? Because of his services as a medicine man. One day during 
his travels they brought a man who had been shot through the left side of 
the back with an arrow, the head of which stuck close to his heart. He 
was sick because of the pain. Cebeza de Vaca touched the region of the 
heart and felt the arrow head. .So with a knife he cut open the breast and 
probed until he removed the arrow head. Then he made two stitches with 
a deer bone. The Indians begged him for the arrow head and the whole 
village came to look at it. How does an Indian show his appreciation of a 
kindness? Gives dances and festivities. The next day he took out the 
stitches, and the Indian was well. As soon as the Indians heard of this 
great cure, what do you think they did? Followed the medicine men to ask 
him to cure them. Yes, there were from three to four thousand Indians 
to breathe upon to cure them. They pushed onward, still searching for Pa- 
nuco, and crossing a great river, the Rio Grande, they came to a tribe of 
Indians, which they named "Of the Cows," because they owned a herd of 
bufifaloes. They were the liveliest and most capable people the Spaniards 
met, and could understand them and answer their questions. This was the 
first time any traveler from Europe had seen on heard of cows in the New 
World. These bufifaloes or cows were verv useful to the Indians. In what 



62 LESSON PLANS IN FOURTH GRADE HISTORY. 

way? They furnished meat, blankets from the hides; also shoes and tar- 
gets. The weary travelers reached the Pacific Coast after ten months. 
There, finding Spanish tribes, they were given guides, who took them to 
Mexico. They reached the city July, 1536. 

Cabeza de Vaca spent the following winter in Mexico, and then de- 
parted for Spain, carrying silver and gold. He arrived in Lisbon August, 
1537. Cabeza de Vaca has been called by some people "the first great 
American traveler." He had traveled from the Atlantic to the Pacific, and 
his journey had blazed the trail for others to follow. 
9. Cabeza de Vaca famous. 

a. With Indians. 

(1) Operations perfomied. 

a. Success, b. Festivities in De Vaca's honor. 

(2) Many cures efifected. (3) Meeting of tribe "of the 

Cows." 

b. In history. 

(1) First American traveler; route taken. (2) Blazed trail 
from Atlantic to Pacific. (3) Encounters with In- 
Indians. (4) Services as medicine man. 
Assignment. — Trace Cabeza de Vaca's journey from the Atlantic to 
the Pacific. Sketch this journey. What has Cabeza de Vaca sometimes 
been called? Why? What did he do for America? Why was Cabeza de . 
Vaca famous with the Indians? In history? 

HERNANDO DE SOTO. 
Evelyn Soper 

Introduction: What claim had the Spanish upon Florida? Ponce 
de Leon and de Vaca had traveled across Northern Florida. For what pur- 
pose did de Vaca come to America? To find rich Panuco. Should you 
like to hear of another Spaniard who wished to conquer this country north 
of Mexico (map), and to try to find gold. 

Problem i. To learn of adventures of another Spaniard who wished 
to conquer the country north of Mexico, and to find gold. 

Hernando de Soto or Ferdinand de Soto, as he was called, had been in 
Peru, S. A. (map), with Pizarro. They made the Indian chief give them 
large quantities of gold. When he went back to Spain he was made gov- 
ernor of Cuba by the king. Where must he live if he is to be governor of 
Cuba? He must live in Cuba. He was counted not only among the 
bravest, but also among the richest of the Spaniards. He went with his 
beautiful wife, Isabella, to Cuba. When he reached Cuba he thought of 
the gold that had been found on the mainland, and became discontented. 
He then obtained permission from the king to explore Florida. Why did 
he wish to do this? To find gold. What kind of cities did he expect to 
find? He expected to find rich cities and to conquer them, thereby winning 
for himself riches and fame. This was the dream of De Soto. 

How did he expect to gain their riches? He then began to get ready 
to go. Could he take his wife with him? Why? He could not take his 
wife with him because of the difficulties of travel and the danger of meet- 
ing hostile Indians. 



LESSON PLANS IN FOURTH GRADE HISTORY. 63 

He left his wife to act as governor of Cuba, and started off with 9 
vessels, 600 men and 223 horses. In what direction would he sail to get 
to the mainland? He sailed west. Yes, he hoped to find a second Peru. 
Where did de Vaca land ? Da Vaca landed at Tampa Bay, on western coast 
of Florida, 1526. 

De Soto landed at the same place in 1539. (Trace route from Cuba.) 
He started across Florida. What was the condition of the country when 
de Vaca marched through? De Vaca encountered wildernesses and 
swamps during his march across Florida. Would de Soto encounter the 
same conditions? Yes, no one had cleared the way, for no settlements had 
been made. What about all of the baggage this immense company had 
brought? They would find it difficult to carry through this country. 

De Soto then asked one of the chiefs at one of the Indian camps to give 
him slaves to carry his baggage through the dense forest. The chief re- 
fused. What do you suppose De Soto did? De Soto tried to compel the 
chief to give him slaves. 

Yes, he attacked the tribe and took many prisoners. These prisoners 
were treated very cruelly, and De Soto tried to make them act as guides 
as well as slaves. He then asked them where the great cities were where 
gold and silver treasures were to be found. What answer would you 
expect the Indians to make? Perhaps they would not answer at all, or 
would tell him they did not know of any rich cities. Yes, one Indian said 
he did not know of any rich city. De Soto put him to death. What effect 
would this have upon the other Indian prisoners. Frighten them and make 
them tell wild stories of rich cities. 

De Soto believed these stories, and off they started through the forest. 
Do you think the Indians were really leading the travelers to cities of 
wealth? No, they were treacherous, and wished revenge for the death of 
their friend. They led de Soto through the wilderness into swamps ; then 
as many as could slipped away. What effect would this have upon the 
Spaniards? Make them afraid of the Indians. De Soto and his men 
scarcely had a night's rest. Some of them had to stand guard while' the 
rest slept. How would this effect the men? Tire them out and perhaps 
cause sickness. Many of them grew sick, but still they struggled on. At 
the end of two years they had only crossed Florida, Georgia and Alabama. 
They were now in Mississippi. They had found no gold, but the brave and 
brutal leader, de Soto, would not turn back. One spring day, 1541, the 
Spaniards came to the shore of a large river. This river was wide and 
muddy, but had a strong current, and carried much driftwood with it. The 
Indians told him it was called the Mississippi, or the Father of W^aters. 
What had he started out to find? Gold. Had he succeeded? No. 
What had he done? Found Mississippi River. 

Would he be satisfied to turn back? No. He thought the rich cities 
might be on the other side of the river, but he had no boats in which to 
cross the river. What should be our problem for next time? 

Problem it. To learn how de Soto crossed the Mississippi, and if he 
found rich cities on the other side. Let us all contribute in making an out- 
line for our history book. 



64 i.ksson plans in fourth grade; history. 

Ferdinand de; Soto. 

1. Favors granted by Spain. 

1 Trip to Peru with Pizarro. 

1 Gained untold wealth. 
1 Reward for his bravery. 

1 Appointed governor of Cuba. 2 Given permission to exi)l()re 
Florida. 

2. Expedition. 

1 Object. To find gold. 

2 Equipment : Nine vessels, 223 horses, 600 men. 

3 Landed at Tampa Bay, Florida. 

4 Marched westward across United States. 

1 States crossed : Florida, Georgia, Alabama, Mississippi. 

2 Difficulties. 

1 Troubles wnth Indians caused by de Soto's cruelty. 2 
Swamps and wilderness. 

5 Discovered Mississippi River (1541). 

Assignments: What do you know about de Soto before he started on 
his expedition through United States? Telling about his ecjuipment. 
Write a story telling the cause of de Soto's trouble with the Indians. 

Lesson II. 

Problem ii. To learn how de Soto crossed the Mississippi river, and' 
if he found rich cities on the other side of the river. 

Where did we leave de Soto? On the bank of Mississippi River. Why 
had he not crossed the river? He had no boats. Why did he wish to 
cross? He thought he might find the rich cities. Without boats what 
might be the only ways to get across the river? Swim or build rafts. The 
whole company camped where Memphis now stands while rafts were built 
to carry them across. Then the weary search began again. They wan- 
dered through parts of Arkansas and North Louisiana, and returned to 
the mouth of the Red River. Here de Soto was taken sick with a fever. 
He knew that unless something should be done to make the Indians help 
him all would perish. 

He sent word to an Indian chief that he was a child of the sun ; and 
that all men obeyed him. He then declared that he wanted the chief's 
friendship, and ordered him to bring him food. The chief sent back word 
that if de Soto would cause the river to dry up he would believe him. This, 
of course, de Soto could not do. He was disappointed and discouraged at 
not being able to get food. He grew worse and died soon afterwards. His 
followers were anxious to hide his death from the natives, so they placed 
his body in the hollow of a scooped-out tree, and sunk it at midnight in 
the waters of the river which he had discovered. In what river then was 
he buried. Mississippi River. What do you think his men would want 
to do? Try to reach home. 

They were in a wretched condition. Their clothing was nearly all gone. 
Few of them had shoes, and many had only the skins of animals and mats 
made of wild vines to keep them warm. They built seven frail barks and 
sailed down the Mississippi, avoiding Indians all the way, and in seventeen 



IvE:sson plans in fourth grade history. 65 

days they came to the Gulf of Mexico. In fifty days more they succeeded 
in reaching- a Spanish settlement on the coast of Mexico, where they were 
received with much joy. Of the gay company of six hundred and twenty 
who had set out with such high hopes, only three hundred and twelve men 
returned. 

What was the object of de Soto's search? Gold. If he had found 
just gold, would his name have had so large a place in history? His name 
would not have had so large a place in history. To be known as Ferdinand 
de Soto, the first white man to behold the Mississippi River, is a distinction 
not to be equaled by the finding of untold wealth. 

6 Preparations to cross river. 

1 Encamped where Memphis now stands. 

1 Rafts built to carry them across. 

7 States crossed west of Mississippi River. 

Parts of Arkansas and Northern Louisiana. 

8 De Soto's death. 

1 Taken sick with fever at the mouth of Red River. 

2 Help refused by Indian chief. 

3 Not being able to get nourishing food, death ensued. 

4 Buried in the river he discovered. 

9 Fate of his followers. 

1 Their wretched condition. 

1 Clothing; no shoes. 2 Built rafts. 3 Sailed down Missis- 
sippi. 
Assignments: If you had been the Indian chief, would you have re- 
fused de Soto food? Why? l\ what two ways may we associate de Soto 
with the Mississippi River? Even though he failed to find gold, why is 
his expedition noted in history? 

Discoverers and Explorers. Edw. R. Shaw. Builders of Our Coun- 
try. Southworth. American History (First Book). Perry and Price. 

SIR FRANCIS DRAKE 
By Alice M. Amoss 

Sir Francis Drake was born in Plymouth, England, about 1545. His 
parents were very poor, and a rich uncle, Sir John Hawkins, took the boy in 
his care, sent him to school, and placed him when about fourteen years old 
as an apprentice on one of his vessels. While on the vessel Drake learned 
to love the water, and did his work so well that Hawkins put him in charge 
of one of his smaller ships. 

From that time on he spent most of his time on the water, going on 
trading voyages to the western coast of Africa, and across the seas to the 
West Indies. At that time England and Spain were friends, but each was 
jealous of the other, and it was the delight of many of the English sailors 
to plunder any Spanish ships which they could catch, or to spy on the 
Spanish settlements in the New World. Many of these settlements were 
near the Gulf of Mexico ; in fact, Spain really claimed all of the New 
World, and when on one of these plundering expeditions Drake handled 
his men very wisely, did his work very gallantly, and carried home the 



66 LESSON PIvANS IN FOURTH GRADU HISTORY. 

Queen a large amount of silver and gold, she was so pleased that she made 
him captain of a small fleet of ships. 

These he immediately took across the Atlantic, and for several years 
did nothing but worry the Spanish settlers, taking their treasures, rarely 
killing them. On one of these trips he hid his boats in a secret harbor, and 
traveled far into the interior of the Isthmus of Panama. Here he met some 
of the natives, who were very friendly to him. They told him of a great sea 
which stretched far out toward the west. Drake, with a few of his men, 
climbed a high hill and, looking out from it. saw for the first time the 
Pacific Ocean. Looking out on those waters Drake made a vow "to sail 
an English ship across that great sea." 

He returned to England and told of his desire to sail into the Pacific, 
but the Queen was very busy at that time, and paid little attention to the 
desires of this ambitious sailor. Finally in 1577 she offered to help Drake 
get five small vessels and their crews together. It took him many months 
to fit out the ships with the finest of furniture and the richest of silver and 
gold trimmings, and to lay in a large supply of provisions. 

In December, 1577, he started, sailing first for the western coast of 
Africa, and then across to South America, along the shores of Brazil. Until 
this time only a few of his sailors knew of their captain's plan, and now 
when he told them they became very much afraid. Some of them openly 
rebelled. But Drake quickly quelled the mutiny, and several were punished. 

As they sailed southward the shij)s ran into many rough storms, dis- 
couraging some of the sailors so much that Drake allowed two of the ships 
to turn back before they reached the Strait of Magellan. A few days later, 
in a particularly bad storm, the other two boats became separated from him 
and could not be found. 

Although Drake and his men were much worried, they kept on in their 
ship, the Golden Hind, through the Strait of Magellan, and finally into the 
Pacific Ocean, marveling much at the strange sights they saw on the land. 
They saw strange people on the shores with their bodies painted in all sorts 
of colors. They also saw large birds (ostriches), which could run faster 
!han a horse, and many other strange animals and plants. 

After sailing into the Pacific they were unable to go any farther for 
several weeks on account of bad weather, but when the storms cleared away 
they found themselves near the coast (of Chile), where they landed, put- 
ting in fresh food and water. Very slowly then they made their way up the 
coast, always on the watch for Spanish treasure, either in ships or on land, 
until they reached Panama. Here they loaded their ships with treasures of 
gold, silver and rich foods and, being followed by several Spanish vessels, 
pushed northward. 

Drake ordered his men to keep sailing northward until they were as 
far north as what is now San Francisco. At this place they went ashore 
and, raising the English flag, took possession of the land for Queen Eliza- 
beth, naming it New Albion. While doing this they saw several hundred 
natives of the place coming toward them. Queer looking people they were, 
having reddish skins, straight black hair and painted flesh. As they came 
near instead of preparing to fight, they crowded around Drake, offered to 



LESSON PLANS IN FOURTH r,RADl>: HISTORY. 67 

put a crown on his head, and fell down before him to worship him. Drake 
refused the crown, and after exchanging presents with them gathered his 
men together and set sail. 

As the weather was then getting very cold, it being in the month of 
November, Drake turned his vessel westward, sailing for many days across 
the Pacific until he came in sight of the East Indies, where he stopped sev- 
eral times to get food and water and to explore the islands. 

All went well until they were on the shores of the Celebes, where they 
found that their ship was stuck fast on the rock, and although they tried in 
every way they could not move it for over a week. Then a sharp wind came 
up, and the sailors rejoiced to find their ship afloat once more. 

From there they made their way around the Cape of Good Hope, and 
up past the western coast of Africa, stopping only long enough to take on 
fresh food and water, and finally sailed into Plymouth, September 26, 1580. 

Drake and his men had been gone over two years, and had accom- 
plished his aim, having been the first Englishman to make a voyage around 
the world. 

Everyone in England was delighted to see the voyagers, and Queen 
Elizabeth was so pleased with Drake that she made him a knight, gave a 
reception in his honor, and ordered that his ship, the Golden Hind, should 
always be kept. 

After returning to Plymouth Drake spent several years at home, but 
when the war with Spain broke out he went back to his old trade of plunder- 
ing Spanish towns and ships. On one of his trips to Lisbon he burned a 
fleet of ships loaded with goods, and then hurried over to the Gulf of Mex- 
ico to find new mischief to do. 

It was while in that Gulf, near the islands of West Indies, that he vv'as 
taken sick, and, though given good care by his sailors, died, and was buried 
at sea, having been the first Englishman to "plough a furrow around ;he 
world." 

References: Pioneer History Story — McMurry. Life of Drake — 
Jane Corbett. Encyclopedia Britannica. 
Procedure in the Teaching of Drake^s Voyage Around the World. 

The children have studied about several Portuguese and Spanish navi- 
gators, especially Magellan, and incidentally have learned of the Spanish 
settlements in the New World. The latter part of Drake's voyage is well 
known to them from the study of other Portuguese and Spanish navigators. 

Teachf.r''s Aim. — To teach the voyage of Drake around the world as 
the greatest achievement of any Englishman, and how, incidentally, the two 
countries were striving against each other for wealth and renown ; how the 
voyage of Drake compared with that of Magellan. 

Pupil's Aim. — 1. To learn of an explorer from another country, Eng- 
land, and how he kept his vow. 2. How Drake's work compares with that 
of Magellan. 

Name some men about whom we have studied who have gone out from 
Spain and Portugal to explore unknown waters. What man succeeded in 
getting his ships around the world? From what country was he? 

Let us learn today of an explorer from another country, England, who 
kept a vow he made, and caused his country to honor him. 



68 IvESSON PI.ANS IN FOURTH GRADE) HISTORY. 

This man was Francis Drake (write name on board). His birthplace, 
parents, uncle's care, etc. Ask questions to make children think, such as : 

If he became an apprentice on his uncle's ships and spent the greater 
part of his time there, what might he learn to do? 

Continue with the story, telling of early voyages and the vow which he 
made. Had anyone ever attempted this before? (Connecting with story 
of Magellan.) To whom would Drake go for help? How could she help 
him? What preparations would be made for so long a trip as the one 
Drake planned? (After children have answered tell that part of story). 

Let us see now just what route he took. Tell story of voyage here, 
stopping many times to ask questions to hold attention and provoke thought, 
as: For what reasons would Drake stop? How might he be hindered 013 
his trip? Why would he not sail far up the western coast of North Amer- 
ica? For whom would he claim the land? 

When telling of the latter part of his jou'^ney from the East Indies 
home have the children tell of the routes which other explorers had taken, 
and then tell that Drake followed these same routes homeward. 

Tell last part of story. Now, let us see in what ways the work of 
Drake and Magellan were alike. 

From what country was Magellan? From what country was Drake? 
How were their early adventures somewhat alike? What was the aim of 
each? Which accomplished his aim most successfully? What countries did 
Magellan claim for Spain? What countries did Drake claim for England? 
In what way were the two men alike? What characteristics would help 
them in carrying out their aims? 

As a conclusion an outline could be made on Drake, or independent 
outlines could be made by the children. If an outline is made on Drake, 
I should have it made at the end of the story of Drake's life, and in another 
lesson carry out the comparison of Drake and Magellan, summing up as 
a conclusion the work of each. 
As Assignments or Seatwork. 

(1) A summary could be made of any part of the story. 

(2) Maps could be drawn showing part or all of his voyage. 

(3) Independent language stories could be given on titles given by 

teacher, as: 

A Sea Fight with a Spanish Ship. 
Drake Taking a Spanish Settlement by Surprise. 
Drake's Adventures at New Albion, etc. 
Outline : Sir Francis Drake. 
I. Early life. 

a. Parents poor. b. Cared for by rich uncle, c. Apprentice on 
boat. d. Learned to love the water. 
II. First voyages on seas. 

a. Trading vessels, b. Plundering trips, c. Bravery and skill 
shown. 
III. Queen sends him in charge of fleet. 

a. Plunders Spanish towns, b. Captures large treasure, c. 
Obtains first view of Pacific. 



LESSON PLANS IN FOURTH GRADE HISTORY. 69 

IV, Drake makes vow and plans a trip. 

a. Queen ig-ives help. b. Preparation made for trip. 
V. The voyage around the world. 

a. Route of voyage. 

1. Coast of Africa. 2. Around South America. 3. Northern 
journey. 4. Across Pacific to East Indies. 5. Home- 
ward by familiar route. 

b. Troubles on the voyage. 

1. Disobedience among crew. 2. Storms hinder them. 3. 
Spanish in pursuit. 

c. Gains made by Drake. 

1. Treasures taken from Spanish. 2. New land claimed for 
England. 3. English flag around the world. 

VI. Drake's return to England. 

a. Made knight by Queen, b. Golden Hind preserved. 3. Hon- 
ored by countrymen. 

VII. Death. 

FRENCH IN AMERICA. 

Introduction : From what countries had navigators come to America? 
Spain and England. Why had they crossed the ocean? To search for gold; 
to find a shorter route to India ; for refuge. This little country, France 
(map), as yet had had no part in the discoveries or explorations in America ; 
but when some fisherman in France heard of the codfish that the Cabots had 
caught near Newfoundland, they sailed across the Atlantic Ocean, without 
asking permission from their king, to get some of these fish. They came 
again and again, carrying boatload after boatload of fish back to France. 
Since these people were called Bretons they named their landing place in 
America, Cape Brenton. 

Very likely, Francis I, king of France, was not very much interested 
in the fisherman, but when he heard of the discoveries of the Spanish and 
English in America, he did become interested and what do you suppose he 
did? Decided to send ships over to make discoveries for France. What 
then should be our problem ? 

Problem : To learn what discoverers and explorers were sent to 
America by France and what success they had. 

When Columbus discovered America, all of the kings of Europe be- 
longed to the Catholic Church. Whom did they recognize as their ruler? 
The Pope. When the kings of Spain and Portugal began to quarrel about 
lands outside their kingdom, the Pope settled their disputes by taking a map 
and drawing upon it a line from the north pole to the south pole, 370 leagues 
west of Cape Verde Is. He declared that all land west of this line not 
belonging to some Christian prince was to belong to Spain ; all east of this 
line to Portugal. When Francis I heard of this, he said "I should like to 
see the clause in Father Adam's will which divides the world between the 
Portuguese and the Spaniards. I think France shall have a share too." 
What would he do? Send out an expedition. He sent out Verrazano in 
1524 in search for a passage westward to India. Verrazano sailed to 



70 LESSON PLANS IN FOURTH GRADF, HISTORY. 

the coast of North CaroHna, then northward to Newfoundland. By this 
time his food became scanty, so he went back to France. He wrote a 
letter to the king telling him of the trees and plants along; the coast and 
of the fur-bearing animals in the north. His brother drew maps of the 
route taken, which he also sent to the king. Just about this time Italy 
declared war against France and Francis I had no time to think of Amer- 
ica, but ten years later he remembered the letter. What would he do? 
Send out another expedition. What should be our problem? 

Problem H : To learn of the adventures of the second explorer sent by 
France to America. Let us all contribute in making an outline of today's 
lesson for our books. 

French in America. 
I. Reasons for coming: 

1. Fishermen searching for new fishing grounds at Newfoundland. 
2. Desire to obtain land in America. 
H. Explorers sent out by king. 
1. Verrazano 1524. 

1. Sailed southwest to North Carolina, then northward to New- 
foundland. 2. Food gave out, went back to France. 
Assignments: 

Tell about the fisherman who came from France to Newfoundland. 
Tell about Verrazano's trip to America. 

Lesson II. 

Problem : To learn of the adventures of the second explorer sent out 
by the king of France to America. 

How long had it been since Verrazano came to America? Ten years. 
Why had the king of France not sent another explorer up to this time? 
Because of war with Italy. What is our problem for today? 

Francis I sent out Cartier, 1534, to seize the land Verranzano had 
explored. His two ships reached the coast of Newfoundland, sailed through 
the Straits of Belle Isle and entered the Gulf of St. Lawrence. (Trace on 
map.) Landing at Cape Gaspe, he set up a cross, thirty feet high, upon 
which was carved in French, "Long live the King of France." What kind 
of people would he find here? Indians. How do you think they would feel 
about this cross? Afraid of it. The chief of an Indian tribe i)rotested 
against the cross, but Cartier invited him and his two sons on board his 
ship when he told them that the cross was only set up as a guide-post by 
which the French could find their way back to bring him presents of brass 
kettles, iron and other trinkets. He then persuaded the two Indian boys to 
go to France with him. After dressing them up in gay coats and red caps 
and putting chains of copper beads about their necks, they were ready to go. 
When Cartier reached France, how did the king feel at his report? Very 
much pleased. What would he be anxious to do? Send Cartier back to 
America. He did send Cartier back early the next year, 1535. This time he 
had three ships and three hundred men. He also brought back the two 
Indian boys who had been treated very well in France. He sailed un the St. 
Lawrence bay into St. Lawrence river. He named the bay and river "St. 
Lawrence," because it was "St. Lawrence Day" when he entered the bay. 



i,e;sson plans in fourth grade; history. 71 

He sailed on until he came to an Indian village, Stodacone, where Quebec 
now stands. The Indians were very friendly and told him of an Indian 
village, which was very rich a little distance away. What help could the two 
Indian boys give? Act as guides, or as interpreters. They led him to 
Hochelaga, as the village was called. The travelers entered the town 
through the narrow gate. What should you- like to know about this town ? 
How large it was. What kind of houses they found. How the people 
were treated by the Indians. 

There were about fifty very queer dwellings. Each dwelling was fifty 
yards long and twelve or fifteen yards wide. In the middle of the town was 
an open square. Here a great feast was prepared for the white people. 
Cartier distributed presents among them and then the Indians guided him 
through the forest to Montreal or "Royal Mountain," as Cartier called it. 
They went back to Quebec where they built a fort since they must remain 
all winter. Why? St. Lawrence river was icebound. In the spring they 
returned to France where Cartier gave his report to the king. What did 
he have to report ? Discovery of St. Lawrence river and bay. Location of 
the rich Indian village. 

How did the king feel about the report? Very much pleased with it. 
What would he wish to do? Send out another expedition. This was 
impossible, however, because of trouble in France. What should be our 
problem next time ? 

Problem : To learn what the trouble was in France and how it affected 
the explorers sent by France. Let us make our outline for our books. 
2. Cartier, 1534. 

A. First voyage. 

1. Sent by king, Francis I, to seize land explored by Verrazano. 

2. Reached coast of Newfoundland, sailed into Gulf of St. 

Lawrence. 

3. Erected a cross at Cape Gaspe. 

1. Relations with Indians. 

1. Indian chief objected to cross. 2. Cartier said, 
"Cross was only guide post for French." 3. 
Took two boys back to France. 

B. Second Voyage, 1535. 

1. Came with 3 vessels, 300 men, and the two Indian boys. 

2. Sailed into St. Lawrence Bay and St. Lawrence River. 

Named the bay and river. 

3. Stopped at Stodacone or Quebec. 

1. Indians very friendly. 
1, Acted as guides. 

1. To Hochelaga. 2. To Montreal or Royal 
Mountain. 

4. Went back to Quebec. Remained all winter. 

5. Returned to France in spring. 

6. King very well pleased. 
Assignments: 

1. Why was it better for Cartier to treat the Indian chief at Gaspe 
kindly? 2. If you had been a little French boy, how would you have treated 



72 LKSSON PLANS IN FOURTH GRADE HISTORY. 

the two Indian boys while they were in France? 3. Tell about Cartier's 
first trip. His second trip. 

Lesson III. 

Problem III : To learn of the trouble in France and how it affected 
the explorers sent by France to America. 

Why was not Cartier sent back to America? Because of trouble in 
France. Today we were to learn what? What that trouble was. 

The Catholics wished to make the Protestants turn to their faith. 
Because they would not do this, they were attacked and persecuted by the 
Catholics. What did some of the Puritans in England do when they were 
persecuted by the Catholics? Came to America. Jean Ribaut was sent by 
Coligny, the Protestant leader, 1562, with a company of Protestants to 
escape the persecution. He sailed to Port Royal, S. C, where Ribaut left a 
colony, then taking his two ships went back to France. Trouble there kept 
him from returning to. America until 1564. How had the colonists fared? 
Food gave out, suft'ered from hunger. 

They had suffered so keenly from hunger that they built a raft and 
making sails of their shirts and sheets started back to France. They were 
picked up by an English vessel and taken prisoners to England. When 
Ribaut arrived, 1564, with seven shiploads of supplies, he could find no trace 
of them, so he sailed south and entered St. John's river where Laudonierre 
had been sent by Coligny with three shiploads of Protestants. How did 
these people feel when Ribaut arrived? Very happy to receive supplies. 
They had built a little town which they called Fort Caroline, and engaged in 
hunting, fishing and farming. 

We will now make our outline for our books. 
HI. French who came to America for refuge. 
1. Reasons for seeking refuge. 

1. Protestants persecuted by Catholics. 2. Colonies sent out 
by Coligny. 

1. Jean Ribaut's first company. 

1. Sailed to Port Royal. 2. Ribaut returned to 
France. 3. Colony suffered from hunger. 4. 
Started back to France, taken prisoners. 

2. Ribaut's second company. 

1. Could find no trace of first company. 2. Joined 
Laudonierre's colony in Florida on St. John's 
river.. 
References : 

Our Country's Story — Tappan. McMaster's Primary History of 
United States. Builders of Our Country— Southworth. First Course in 
American History — Hodgdon. 



IvESSON PLANS IN FOURTH GRADE) HISTORY. Th 

SAMUEL DE CHAMPLAIN. 

Introduction : To what Indian village did the two Indian boys lead 
Cartier when he returned to America? Hochelaga. Has there been a 
French settlement made? Only the little town of Fort Caroline in Florida. 
Should you like to hear of another Frenchman, Samuel de Champlain, who 
having heard of Cartier's account of Hochelaga came from France to visit 
it? What should you like to learn about him? Some of his adventures 
during his trip. 

Proible;m : To learn something of Champlain's adventures during his 
trip to America. 

Champlain who was very anxious to explore the country of which 
Cartier had written came from France, 1603, with a company sent over by 
the king to trade in furs with the Indians in Canada. He explored the 
banks of the St. Lawrence river. Where else was it he wished to go? 
To Hochelaga, 

He pressed eagerly forward to find this Indian village. When he 
finally reached it, he found it a ruin with all the cabins destroyed and the 
corn field laid waste. The explorers returned to France early in the 
autumn. The next year, 1604, the two ships came again, this time to make 
a settlement in the New World. They tried a rocky island in Passamaquoddy 
Bay, then moved to Port Royal, where they spent three winters. When 
spring came it brought bad new from France. The French king would no 
longer support the colony in America. What was the only thing for them 
to do? Return to France. With heavy hearts, the colonists prepared to go 
home. The Indians followed them to the water's edge and cried bitterly. 

Champlain was very much discontented in France since he had seen 
the beauties of the New World, so he came again, 1608, this time to make a 
settlement. He chose Quebec on the St. Lawrence river, the site of the old 
Indian village. Why would he choose this site? Easy for shipment. What 
would you like to know about this settlement? Kind of a settlement it was. 
To make a settlement, what must he do ? Cut down trees, build houses. He 
built a few small houses around an open square and outside of these a 
wooden wall. Then he dug a ditch outside the wall. Why this ditch and 
wall? To protect them from roving bands of Indians. 

Where did Champlain get his idea of digging a ditch about his settle- 
ment? From the moats about manors in France. In the center of the 
square Champlain set up a pole with a dove-cote on top. Why did he do this? 
To show the Indians that he intended to live peaceably among them. 

Gardens and small farms were laid out and the Indians were encouraged 
to begin trading with the white people. What would they trade? Furs. 
After a pleasant autumn, what kind of a winter would they expect? Long 
severe winter. What about their supply of food and water? Would give 
out. 

Where would supplies come from? From France. Champlain's courage 
and energy kept up the hopes of this little colony until supplies did come. 
More settlers also came, and then the little colony began to prosper. After 
a little while Champlain brought his young wife, Helen, a beautiful and 
earnest Catholic, to live in this cold little settlement. She worked for five 



74 LESSON PLANS IN FOURTH GRADE HISTORY. 

years among the Indian women and children trying to convert them to her 
faith. Helen's Island in St. Lawrence river is named for her. These 
Indians who loved Helen so well lived constantly in fear of another tribe 
of Indians known as the Iroquois or Five Tribes. They told Champlain 
about these Indians and also about a beautiful lake in their country. What 
would Champlain wish to do ? Visit this lake. Yes, he hoped that he might 
also find India. What should be our problem for next lesson? 

Problem : To learn if Champlain succeeded in finding this lake and 
if he found the route to India. Let us make our outline. 

Samued de Champlain. 
I. First trip. 

1. Reasons for coming to America (1603). 

a. To explore country described by Cartier. b. To find 
Hochelaga. 

2. Results of trip. 

a. Explored banks of St. Lawrence river, b. Found Hochelaga 
in ruins, c. Returned to France. 
II. Second trip. 

1. Discontented in France. 

2. Came to Quebec on St. Lawrence. 

1. Decided to make settlement. 

1. Trading post built. 2. Few small houses. 3. Surround- 
ed by wooden wall and ditch. 4. Dove-cote: sign of 
peace. 

3. Trade in furs began. 

4. Helen's work among Indians. 

Assignments: Why did Champlain come to America? What were 
the results of his first trip? Describe the little village of Quebec. Why 
was Helen liked by the Indians ? 

Lesson II. 

Problem : To learn something of Champlain's adventures in reaching 
the lake in the country of the Iroquois. 

Why did Champlain build the wall and ditch about Quebec? As a 
protection against roving bands of Indians. Knowing this, do you think 
it would be safe for him to start through the wilderness to hunt for this 
lake and the route to India? It would not. Whom might he get to protect 
his party? The friendly Indians. What about Helen, could he take her? 
Get the Indians to promise to protect Quebec. 

These friendly Indians belonged to the Algonquin tribe. They with 
the Huron?, a neighboring tribe, were very much afraid of the Iroquois. 
Champlain promised the Algonquins and Hurons that he would help them 
fight the Iroquois if they would lead him to the beautiful lake and protect 
Quebec while he was away. They agreed, and the braves who were 
chosen to go made mighty preparations for the long march through the 
wilderness. 

What did they do? They prayed to their gods and danced war dances. 
They made new weapons and put fresh paint on their faces. When all was 
ready, the guides led the war party, which consisted of Champlain and 



I^ESSON PLANS IN FOURTH GRADIJ HISTORY. 75 

eleven white men in a small boat. Each had his gun, sword and armor. 
Around them were 100 birch canoes filled with Indians. Swish ! swish ! 
went the water as one hundred paddles pushed the canoes up the St. Law- 
rence. Here they encamped and some of the Indians got to quarreling. 
What do you supposed happened ? They went home. Yes, three-fourths of 
them paddled away home. The rest started out up the river until they came 
to a place where the river was full of rocks. Nine of the white men went 
back to Quebec with Champlain's boat. What could he do? Go in a canoe 
with some of the Indians. That is what he did and on they pushed until 
they came to the great lake for which they were hunting. They named it 
"Lake Champlain" (map). Now in whose country were they? In the 
country of the Iroquois. How must they proceed? Very cautiously. When 
would they travel? At night. All day, they hid in the woods. At night, 
they stole quietly over the lake. About ten o'clock one night, they saw some 
dark objects on the lake ahead of them. These were the Iroquois, who 
immediately saw them. What happened? Iroquois prepared to attack them. 
How do Indians fight? In ambush. Yes, they landed and the Iroquois 
began to cut down trees for a barricade. What do you suppose Champlain 
did? Stayed on the lake and fastened the canoes together with poles. Wliat 
had the white men carried with them? Armor, guns, swords. Before day- 
light, Champlain and the other two white men put on their armor. Over 
their shoulders, they hung their ammunition boxes. They hung their swords 
at their belts and took their guns in their hands. When it grew light, they 
kept hidden under Indian robes. They were in separate canoes. The 
canoes were pulled up close to the shore and the Algonquin-Huron party 
landed, the Frenchmen hiding behind them. Two hundred Iroquois came 
marching to meet them. The Indians began to feel anxious when Champlain 
stepped out in front of them clad in full armor. The Iroquois were thunder- 
struck? Why? Had never seen armor. Champlain aimed his gun. Bang! 
A chief fell dead and another rolled into the bushes. Champlain's Indians 
gave a terrible yell and shot many arrows. For a time, the Iroquois shot 
back, but bang! bang! went the gun again and again. They could stand it 
no longer, but fled in terror through the bushes. What did the Hurons and 
Algonquins do ? Pursued them. Yes, and many of the Iroquois were killed ; 
many taken prisoners and the rest ran away. How did this make the 
Iroquois feel toward the French? Made them hate the French. Yes, and 
they had many wars after this. Because of this hatred the Iroquois joined 
the English a number of years later and helped them to prevent the French 
from getting control of New York. Champlain and his Indian friends then 
went back to Quebec. He was made governor of Canada which office he 
held until his death. While he held this office, he did all that he could for 
Quebec and the friendly Indians. He made many journeys to France in 
their behalf. He brought priests who learned the Indian language so that 
they might teach the Indians the Christian religion and be their friends. The 
French pushed farther and farther west into the wilderness, establishing 
forts and missions where the Indians might come to learn of the new 
religion or perhaps be cured of some disease. Let us name the results of 
Champlain's voyages. He discovered Lake Champlain and Lake Huron. 



76 LESSON PLANS IN FOURTH GRADE HISTORY. 

He planted the French people firmly in Canada, 1608. Can you tell some- 
thing else he did ? Established the fur trade, 22,000 beaver skins being sent 
in one year to France. Fishermen were still working off Newfoundland. 

On Christmas Day, 1635, he died in the little community that he had 
founded, and where his record still lives. Well had he earned the title, 
"Father of New France." Let us make the outline, each one contributing 
some little part. 

5. Search for Lake Champlain. 

1. Promised to help fight Iroquois if Indians would guide him to lake. 

2. Preparations for voyage. 

1. New weapons. 2. Fresh paint. 3. Prayers and war-dance. 

3. On the way. 

1. Champlain and eleven men. Armor, guns and swords. 2. One 
hundred canoes of Indians. 3. Quarrel among Indians. 
Return of three-fourths of Indians. 4. Return of 9 white 
men. 

4. In Iroquois country. 

1. Lake Champlain reached. 2. Traveled at night. 

5. Battle with Iroquois. 

1. Would not fight on water. 2. Champlain to the front. 3. 
Iroquois defeated. 

6. Champlain's work in Canada. 

1. Made first permanent settlement (1608). 
2 Governor of Canada. 

1. Brought priests. 
3. Fur trade established. 

7. Death of Champlain. 

1. On Christmas Day 1635. 

8. Honor paid him. 

1. Monument erected in Quebec. 2. Title "Father of New France" 
never forgotten. 

Assignment : Tell of the preparations made by the Indians for journey 
to Iroquois country. Why did not the battle take place on the lake? Why 
were the Iroquois frightened when they saw Champlain? Tell of Cham- 
plain's work. 

References: Our Country's Story — Tappan. McMaster's Primary 
History of the United States. Builders of Our Country — Southworth. First 
Course in American Histor}' — Hodgdon. 

JOILET AND MARQUETTE. 
Introduction: What kind of a post was established in Quebec? 
Fur-trading post. What kind of people came to this settlement? Fur- 
traders and adventurers. What had been Helen's work among the Indians ? 
To try to convert them to her faith. Whom had Champlain brought to 
work among the Indians? Priests. Not long after Champlain's death, 
Marquette, a French priest, came to Canada to try to convert the Indians. 
For years he worked at a mission on Lake Superior. The Illinois Indians 
who came often to the mission told him of a great river they had to cross on 



I^ESSON PLANS IN FOURTH GRADE HISTORY. ^77 

their way. This river they called "Mesipi." Marquette was very anxious to 
find this river which he thought must flow into Gulf of California. What 
may we take for our problem? 

Problem : To learn if Marquette found the Mississippi river and 
something of his adventures on his trip. 

What is it that Marquette is most anxious to do? Find "Mesipi" river. 
Could he go alone ? No, dangers of wilderness. Did not know route. What 
might he do? Ask the French government to help him. 

Governor Frontenac, the French governor sent Joliet, a courageous and 
hardy young explorer, to explore the great river. Marquette was ordered 
to go with him. Five men were hired to paddle their canoes for them. They 
started from the head of Lake Michigan and paddled up the Fox river, then 
with the help of some Indians carried their canoes across land to the Wis- 
consin river and the rest of the journey was down stream. They floated on 
until they reached the Mississippi. Into this river, they guided their canoes 
and continued their voyage. On the banks they saw Indians, forests and 
fields of corn. They met one tribe, the Illinois, which were very friendly. 
They received them with kindness. Marquette explained in his gentle way 
that he had come to tell the Indians of the God who loved them. The In- 
dian chief met them at the door of the wigwam holding up his hands as if to 
shield his eyes from a great light. His greeting was, "Frenchmen, how 
bright the sun shines when you come to visit us." After smoking the peace 
pipe Marquette and Joliet went with the Indians to another village to visit 
the great chief of all the Indians. Here Marquette told them that he was a 
messenger from God and spoke in the Algonquin language. (He knew the 
language of six Indian tribes.) He also told of Governor Frontenac and 
asked about the Mississippi river. A great feast was served. What kind of 
food? Buffalo and dog meat, fish, porridge. After the feast, they went to 
sleep on buffalo robes. The next morning, the chief and 600 braves went 
to the shore to bid them farewell. The party then paddled on down the 
river past the mouth of the Illinois to the mouth of the Missouri (angry 
muddy water). Marquette made several halts to preach to the Indians, 
then went on down to the mouth of the Arkansas, where they became fully 
convinced that the Mississippi flowed into the Gulf of Mexico and not into 
the Pacific Ocean. If they went on they might be killed by the Spaniards 
whom they feared more than the Indians, so they decided to go back to 
Canada and report what they had found. 

The heat had been very trying to Marquette and he was taken sick on 
the way. When they reached Green Bay, they left Marquette. Joliet went 
on to Quebec to tell Governor Frontenac what they had discovered. The 
next fall, Marquette went to the home of the Illinois Indians. Here he 
preached to the Indians until he felt that he was dying, when he asked to be 
taken back to Green Bay where he died. The following year, a party of 
Indians removed his body with solemn ceremony to the mission where 
Marquette had worked, there to rebury it beneath the floor of the chapel. 
JOLIET AND MARQUETTE. 
I. Reasons for Marquette's coming to America. 
1. To convert the Indians. 



78 le:sson plans in fourth grade history. 



II. Desire to explore Mississippi river. 

1. Joliet sent with him. 2. Five men hired to paddle canoes. 

III. Trip down Mississippi river. 

1. Experiences with Illinois Indians. 

1. Compared Marquette to the sun. 

2. Visit to "Great Chief." 

1. Preached to them. 2. Feast given. 

IV. Return to Canada. 

1. Reached Arkansas river. 2. Feared cruelty of Spaniards so de- 
cided to return to Canada. 3. Marquette's illness. 4. Joliet's 
report. 5. Marquette's death. 
Assignments: For what reason did Marquette come to America? How 
came he to desire to explore the Mississippi river? Who aided him. Tell 
of his death. 

RkfERRncEs: Mace's History Reader — Book I. Stories of Great 
Americans for Little Americans. McMaster's Primary History of United 
States. Builders of Our Country — Southworth. First Course in American 
History — Hodgdon. 

LA SALLE IN THE MISSISSIPPI RIVER. 

Introduction : What explorer went with Marquette on his expedi- 
tion through the Mississippi Valley? Joliet. What were the results of this 
expedition? Claim, by France, of the territory near the Mississippi river; 
idea gained of the beautiful scenery and advantages of Mississippi Valley. 
Who had carried this report to Governor Frontenac of Canada? Joliet. 
What would France be anxious to do? Secure control of the Mississippi 
river from its source to its outlet. How would they do this? Send an 
explorer to sail down this river and take possession of the river and the 
adjoining land in the name of France. Should you like to hear of some of 
the adventures of the man who attempted to explore and take possession of 
this land for France? 

Procedure. 

What should we learn first about this man ? His name and something 
of his early life. 

The man chosen for this work was Robert Cavalier de la Salle, known 
in history as the Prince of Explorers. He was born of wealthy parents in 
France and received an excellent education under the Jesuit priests. 

During his early manhood, La Salle lost much of his wealth and having 
heard through his brother, who was a priest in the seminary of St. Sulpice, 
Canada, of the riches of the fur trade in America decided to come here and 
engage in this business. 

Where would he establish a fur-trading post? In Canada. He secured 
a grant of land near Montreal and built a fort-like post. He named it La 
Chine because he thought it was on the route to China. What two other 
French explorers had been in this region ? Champlain and Cartier. 

La Salle encouraged settlers to come by giving them small plots of 
ground. In a year the underbrush had been cleared, the trees cut down and 
a village b'jilt with a strong palisade around it. Why? Protection from 
Indians. The settlers planted about 10 or 12 acres of corn. La Salle was 
growing rich trading in furs, but he was most anxious to secure the land for 



LESSON PLANS IN FOURTH GRADE) HISTORY. 79 

France and also to see if the St. Lawrence River were not on the water 
route to China. To whom would he go for knowledge about the country? 
The Indians. 

He studied the languages and habits of the Indians, not only of the 
Algonquin and Huron tribes, but of the Iroquois also. He made a journey 
into the district of the Iroquois and then by making friends with them 
learned of the Ohio River. It is supposed that he sailed down this river as 
far as Louisville. He went to France twice in the interest of his colony in 
New France and on the last trip received permission from the king to build 
rorts in the Mississippi valley. He brought Henri de Tonty, a young Italian 
soldier whom he met in France to America with him. He also brought sail- 
ors, carpenters, anchors, and cables for he intended to build a ship on the 
lakes. He built a store house at Niagara but the Indians were displeased 
when he began to build his ship. Why? Their suspicious natures made 
them afraid. 

They threatened to burn the ship but did not carry out their threats so 
the "Griffin," as he named the ship, was finished and towed up the Niagara 
river and then into Lake Erie. Hennepin, a missionary, accompanied him. 
How would the colonists feel when this boat sailed across Lake Erie? Very 
happy and proud. 

Amid great rejoicing, firing of cannon, and singing of songs, she spread 
her white sails, the first to be seen on the waters of the Lakes. They sailed 
on into Lake St. Clair, then into Lake Huron until they reached the mission 
town, where Marquette was buried. (Trace journey of Griffin on wall 
map, on outline base map on desk.) 

What would they wish to do? Stop to visit Marquette's tomb. They 
fired the cannon of the Griffin as they neared the mission, then landed and 
marched to the chapel and knelt before the altar. 

La Salle then sailed through the straits and to the head of Green Bay 
where he found the men who had been sent on ahead with a great quantity 
of furs. Laden with these, the Griffin sailed for the store-house on the 
Niagara, where some men were to meet it and take the furs on to Canada. 
What should be our problem next time ? 

Problem II : To learn of La Salle's adventures after sending away the 
Griffin. 

La Salle in Mississippi Valley. 

1. Early Life. 

1. Born of wealthy parents in Reoun, France. 2. Educated under 
Jesuit priests. 

2. Reasons for coming to Canada. 

1. To find mouth of "Father of Waters." 2. To gain possession of 
land for France. 3. To regain his fortune by trading in furs. 

3. His plans. 

1. To sail through Great Lakes. 2. To explore and build forts. 

4. His journey. 

1. Built ship called the "Griffin." 2. Towed boat up Niagara river. 
3. Sailed through Lakes Erie, St. Clair and Huron. 4.Stopped at 
Marquette's Mission. 5. Griffin laden with furs. Sent to Niagara. 



80 IvElSSON PLANS IN FOURTH GRADE HISTORY. 

Assignment: Draw map of Great Lakes showing La Salle's journey 
to Marquette's Mission. Why was La Salle most anxious to make friends 
with the Indians? Why was La Salle anxious to build a boat? 

Lesson II. 

Problem II : To learn of La Salle's adventures after sending the 
Griffin off to Niagara. 

Procedure. 

At the head of what lake did La Salle load the Griffin with furs? Green 
Bay on Lake Michigan. After sending off the Griffin, La Salle, with 
fourteen men and four canoes went down Lake Michigan to the St. Joseph 
River. Here he built a fort and waited until December hoping that the Griffin 
would return, but no Griffin came. He sent two men, with Tonti as their 
leader to seek her while he with the others made his way to the Illinois 
River. They sailed down this river until they came to an Indian village. 
La Salle told the Indians that he had come to protect them from their 
enemies. What would Hennepin's work be? To tell Indians of the true God. 

La Salle then told the Indians that he was going to build a great wooden 
canoe with which to sail the Mississippi river. This pleased the Indians and 
they feasted and entertained the white men. 

That night some Indians, hostile to La Salle, came to the camp and 
told the Indians that La Salle was going down the Mississippi river to stir 
up the Arkansas tribes to fight against the Illinois. What effect would this 
have upon the friendly Indians? Make them afraid to let La Salle go down 
the Mississippi river. 

When morning came it was easy to tell that a change had come over 
the Illinois Indians for they began to tell stories of the terrible danger of 
the river. What might they tell? Of fierce monsters, and of great whirl- 
pools. Would these tales frighten La Salle? No, he was too brave to let 
such tales trouble him. 

But his men were very much alarmed. Six ran away that night and 
some of the others tried to poison La Salle. Tonti came just about this time, 
but brought no news of the Griffin. What must have happened to her? 
Sunk in the lakes. Overcome by a storm. 

La Salle and his men then pushed on farther down the river where 
they built a fort called Fort St. Louis or Starved Rock. A little farther on, 
they built a fort known as Fort Crevecoeur (Broken Heart). 

La Salle's ship was lost; many of his men were unfaithful; his enemies 
at Canada were plotting against him and yet he did not lose hope. He still 
wished to try to reach the mouth of the Mississippi river. What must he 
do? Build another ship. His sawyers had run away, how would he over- 
come this difficulty? Saw the timbers himself. How would this make the 
others feel? Very much ashamed and make them willing to help. 

They all set to work and in six weeks the ship was half done. But 
there were no anchors, no cables, no rigging. Where must they go for 
these? To Canada. 

Yes, the only place to get them was at Montreal and that was LOOO miles 
away. Wh;ct do you think this brave man did? Went all that distance to 
get the rigging. 



LESSON PLANS IN FOURTH GRADE; HISTORY. 81 

Before he started for Montreal, he sent Tonti back to Fort St. Louis 
or Starved Rock to fortify it. He sent Hennepin to explore the Mississippi 
and Illinois rivers. It was a fearful journey which La Salle and his com- 
panions had, sometimes pushing the canoes through the drifting ice, some- 
times walking, over land for many miles carrying their canoes on their 
shoulders; sometimes in danger from the Iroquois; sometimes torn by 
brush and briars through which they made their way, yet they pushed 
bravely on until the Niagara River was reached. By this time, all but La 
Salle were exhausted. What would he do? Leave his companions at 
Niagara and push on again. 

He secured three fresh men and pushing on again, reached Fort Fron- 
tenac in May where news awaited him that the Griffin was lost and that a 
ship from France laden with supplies for him had been wrecked. He did 
not give up however, but went on to Montreal for his supplies then returned 
with them to Fort Frontenac. What must be our problem next time? 

Problem HI : To learn if La Salle reached Crevecoeur with the sup- 
plies and if thsy aided him in reaching the mouth of the Mississippi River. 

OUTLINE. 

6. La Salle's trip down lake to St. Joseph's River. 

7. Waited until December for return of Griffin. 

8. Made his way to Illinois River. 

9. Sailed down Illinois River to Indian village. 

10. Treatment by Indians. 

1. At first very kind. 2. Later — suspicious of La Salle. 

11. Fort Crevecoeur built. 

1. Boat started. 

12. Trip to Fort Frontenac for rigging. . 

1. Rough journev of 1,000 miles. 2. Bad news received there. 

13. Supplies secured at Montreal. 

Assignments : Why was Fort St. Louis named Crevecoeur or Broken 
Heart? Tell about La Salle's trip to Montreal for the rigging, anchors. 
Why were the Indians justified in becoming suspicious of La Salle? 

Lesson III. 

Problem HI : To learn if La Salle reached Crevecoeur with the supplies 
and if they aided him in reaching the mouth of the Mississippi River. 

Procedure. 

When La Salle reached Crevecoeur the following winter, he found his 
men gone, his fort pulled to pieces, but his ship was almost as he had left it. 
On one of the planks was written in French, "We are all savages." What 
was La Salle's one great aim ? To reach the mouth of the Mississippi River. 

He pushed on down this great river for a short distance, then turned 
his canoes and went back to Fort Frontenac. In December, 1681, La Salle 
started once more with Tonti, whom he found at Frontenac, on his dangerous 
journey. With them were twenty-three Frenchmen besides about thirty 
Indians. They entered Chicago River from Lake Michigan. How would 
they find this river in winter? Frozen over. (December.) 

They made sledges and loaded the canoes and baggage on them, cross- 
ing the river in this way. They then went overland to the Illinois River and 



82 LESSON PLANS IN FOURTH GRADE HISTORY. 

finally reached the Mississippi River. They sailed on past the mouths of the 
Missouri and Ohio Rivers until they reached the mouth of the Arkansas 
River. Here La Salle raised a cross bearing the arms of France and took 
possession of the country for the French king. He then pushed on south 
until they reached the Gulf of Mexico. He had reached his journey's end, 
the mouth of the Mississippi. (Trace route on wall map. Record on base 
map on desk.) Here he proclaimed in a loud voice that he was taking, for 
France, all the land extending from the Ohio River to the mouth of the 
Mississippi River including all the rivers which flow into the Mississippi. 
To this vast region he gave the name of Louisiana or Louis' land. It ex- 
tended from the Alleghanies to the Rocky Mountains, and from the Gulf of 
Mexico to Canada. (Show on wall map.) (Mark boundaries on base map 
on desks.) 

Then the party began the slow journey back up the stream. La Salle 
finally reached the Mackinac river and there began to lay great plans. 
They went on to Starved Rock or Fort St. Louis where they cut away 
trees and built storehouses, log huts and a palisade. In the valley below, 
hundreds of the Illinois Indians came and built their wigwams that they 
might be safe from their enemies, the Iroquois. Tonti was put in command 
of this fort. What would La Salle be anxious to do in order to hold the 
land at the mouth of the Mississippi river for France? Plant a colony. 
What will be our problem next time ? 

Problem IV: To learn if La Salle succeeded in planting a colony at 
the mouth of the Mississippi River. 

OUTLINE. 

14. Return to Fort Crevecoeur. 

1. Men gone, fort destroyed. 2. Ship almost as he had left it. 

15. Journey continued down Mississippi River. 

16. Return to Fort Frontenac. 

17. Started again for mouth of Mississippi River. 

1. Tonti, twenty-three Frenchmen and thirty Indians. 

18. Reached mouth of Arkansas River. 

1. Cross raised. Possession of the land taken for France. 

19. Reached mouth of Mississippi River, April 9, 1682. 

1. Claimed entire Mississippi Valley for France. 2. Named territory, 
Louisiana or Louis' Land. 
Assignments: Tell about La Salle's journey from Fort Frontenac to 
the mouth of the Arkansas River. Why would the white people be glad 
to have the village of Illinois Indians so near them? 

Lesson IV. 
Problem IV : To learn if La Salle succeeded in planting a colony at 
the mouth of the Mississippi River. 

Procedure. 
Before La Salle could attempt to plant a colony in this new country, 
what must he do? Gain permission from the king of France. 

In 1684 La Salle was in France. His purpose was to ask the King for 
one ship and 200 men, that he might build a fort at the mouth of the Missis- 
sippi River. The king granted his request giving him four ships instead of 
one, and a colony of more than 150 persons. 



LI;SSON PI.ANS IN FOURTH GRADIi HISTORY. 83 

La Salle planned to reach the mouth of the Mississippi River by crossing 
the Gulf of Mexico (trace on map), but he passed the mouth of the Missis- 
sippi without knowing it and entered Matagorda Bay ofif the coast of Texas. 
(Locate.) He thought he was off the western shore of the Mississippi. 
He ordered the ships to be brought into the bay and the men to go on shore. 
One of the ships was wrecked on a reef. He sent two ships back to France. 
After building some houses for his little colony, La Salle went northward 
with about 50 men. They were gone about iive months and returned ragged 
and wearied and everyone discouraged but La Salle. 

A few days after his return, the ship that he had kept was wrecked. 
Many of his colony had died of disease and La Salle himself was much 
broken in health. He resolved to find the Mississippi River and journey 
back to Canada to get supplies. 

Everyone set to work to prepare for this journey. The sails of the 
wrecked vessel were cut up and pieced with deer skins to make coats for the 
men. When all was ready, across the prairies they journeyed. One day 
the men fell into a quarrel about some buffalo meat. Three were killed, 
among them La Salle's nephew. When La Salle missed his nephew he 
asked where he was. One of the party impudently answered "He is skulking 
about somewhere." 

La Salle rebuked him for his manner of speaking-, and just then an 
arrow whizzed from the grass and La Salle fell over dead. A few of La 
Salle's companions succeeded in reaching Fort St. Louis. How would Tonti 
feel when he learned of La Salle's death? Very sad. He grieved bitterly 
when he learned the sad news. 

These Frenchmen at last found their way back to Montreal. The 
French king refused to send aid to the starving colonists in Texas so Tonti 
resolved to rescue them. They journeyed with Tonti to the lower Mississippi 
then deserted him and he returned to Starved Rock where he commanded the 
fort for many years. What had the king of France given La Salle permission 
to do? Plant a colony at the mouth of the Mississippi River. 

Where La Salle had plowed, others were to sow the seed. His great 
plan was carried out and forts were established from the Great Lakes to 
the Gulf of Mexico. By 1689 the French were in possession of the broad 
valleys of the St. Lawrence and the Mississippi Rivers and were watching for 
an opportunity to seize the land in the Hudson Valley. They found that the 
English would reach the Great Lakes and become rivals in the rich fur 
trade of the northwest. But standing like watchdogs guarding New York 
state were the Iroquois or Five Nations ready always to fight their old 
enemies and to help their friends, the English. Will the French king be 
able to keep this coast country abounding in lakes and rivers, in hills and 
valleys far greater than any in all Europe? 

OUTLINE. 
5. Attempt to plant a colony. 

L Permission granted by king of France. 
L Four ships given, 150 people sent. 
2. Attempt to reach mouth of Mississippi River by way of Gulf of 
Mexico. 



84 IvESSON PLANS IN FOURTH GRADE; HISTORY. 

3. Passed mouth of river. 

4. Entered Matagorda Bay. 

5. Colony established on coast of Texas. 

6. Second attempt to tind mouth of river. 

1. Desire to get supplies from Montreal. 2. Preparations and 
difficulties of journey. 

6. Death of La Salle. 

1. Quarrel about buffalo meat. 2. Death of nephew. 3. Arrow shot 
from ambush. 

7. Work of La Salle. 

L Explored Mississippi River to mouth. 2. Establishment of chain of 

forts along Mississippi River from Great Lakes to Gulf of Mexico. 

3. Possession of land in Mississippi valley gained for France, 

1682. 

Assignments: Why is La Salle's name famous in history? Tell 

about La Salle's death. Why was it so much easier for La Salle to pass 

the mouth of the Mississippi River than for ships of this day? 

REFiiRENCEs : American History — Riggs. Stories of Heroism — Mace. 
Discovery of Old Northwest — Baldwin. Builders of Our Country — South- 
worth. First Course American History Bk. I — Hodgdon. 



Colonization 

ATTEMPTS AT COLONIZATION. 
FRENCH AND SPANISH IN FLORIDA. 

Introduction : Why did the French come to America? To search for 
new fishing grounds. To gain a share in the land in the new continent. To 
escape persecution by the CathoHcs. Who brought the Protestant com- 
panies over. Ribaut and Laudonierre. Where did Laudonierre take his 
company? To Florida on St. John's river. Where did Ribaut take his 
companies? One to Port Royal, S. C, the other to join Laudonierre's on 
St. John's river, Fla. What became of the company at Port Royal ? When 
Ribaut went back there, two years later, the company had disappeared. 
They had built a raft and started back to France but were picked up by an 
English vessel and taken prisoners to England. What did he do when he 
could find no trace of his colony? Sailed to St. John's River, where Lau- 
donierre had been sent with a company of Protestants by Coligny. Why 
was Laudonierre's company glad to see him? They were glad to receive 
the supplies Ribaut had brought and also to have other Protestants join 
them. What did Ribaut find Loudonierre's company had done? Built a 
little village, which they had called Fort Caroline. What occupations had 
these people in this little village? Fishing, hunting, and farming. What 
other country had sent people to explore Florida? Spain. What Spaniards 
had explored Florida? Ponce de Leon and Cabeza de Vaca. How do you 
think the king of Spain felt when he heard of this French settlement in 
Florida? Angry because he claimed Florida since Ponce de Leon and de 
Vaca had explored it. Then what problem may we make for a further 
study of this little French colony at Fort Caroline ? 

Problem : To learn if the King of Spain troubled the colony at Fort 
Caroline and the result. 

When rumors of a French settlement in Florida came to the king of 
Spain, what would he be likely to say? That they must leave. What action 
would he take to make them go? Send an expedition to drive them out. 

A Spanish officer whose name was Pedro Menendez was sent with 
almost unlimited power to defend the rights of Spain. What must he do 
before attacking the French settlement? Find out the strength of the 
French settlement. What would be the best way to do this? Land some- 
where near them and send out spies to find where the settlement was and its 
strength. That is exactly what they did. Menendez took possession of the 
forsaken home of an Indian chief and strongly fortified it. Why? To 
prevent an attack by the French or Indians. Thus was founded, 1565, the 
oldest town of the United States, St. Augustine. When the French at Fort 
Caroline heard of this Spanish settlement at St. Augustine, what do you 
suppose they decided to do? Strike the first blow. Their best chance lay 
in attacking the Spaniards from the sea. Who would be chosen from this 
company to make the attack? The strong men and leaders. How would 
the women and children feel when they departed? Very sad and sorely 
frightened. 

Hardly had the ships left the harbor when a frightful storm broke upon 
them. It raged for days. What would be effect upon the ships? Every 



86 LIvSSON PLANS IN FOURTH CRADTv HISTORY. 

ship was wrecked. What would the Spaniards do when they saw the mis- 
fortune that had befallen the French? Rejoice, because of the impossibility 
of the French to land. What action would the Spaniards take? Prepare to 
attack the unprotected Protestants at Fort Caroline. How would they attack 
Fort Caroline? By land. 

It was a dreary march through the swampy wilderness, but the 
Spaniards were cheered onward by the thought that they were going to 
defend the honor of their country. When they reached the French fort 
they shouted their war cry, "Santiago," and killed many of the unprotected 
French. Only a few men and women and children escaped. The Spaniards 
then returned to their settlement at St. Augustine, quite sure that they had 
done a noble deed. They were not willing to let the French who were on 
the ships escape, but captured and killed them also. 

When news of this massacre and the fate of Fort Caroline reached 
1^^-ance, what action do you think would be taken ? Would the French king 
send an expedition against the Spaniards? The king did not take any 
action whatever but a Frenchman, De Gourgues, who hated the Spaniards 
decided to have revenge so he sold all his property and with the money fitted 
out an expedition to go and attack the Spaniards at St. Augustine. He 
killed every Spaniard at St. Augustine and then sailed back to France. That 
was the end of the little Spanish settlement. Let us all contribute in making 
an outline for our history books. 

FRENCH AND SPANISH IN FLORIDA. 
I. Reasons for French in Florida. 

1. Sent over under Laudonierre, 1564, to escape persecution by 

Catholics. 

2. Joined by Ribaut, 1565. 

3. Fort Caroline built. 

1. People engagied in hunting, fishing and fanning. 
II. Reasons for Spanish in Florida. 

1. Sent over under Menendez, by Spanish king to drive out French. 

2. St. Augustine, established colony, 1565. 

III. Fate of Fort Caroline. 

1. French men left in boats to attack St. Augustine. 

1. Kept from landing by violent storms. 

2. Unprotected French fort captured by Spanish. 

3. Men on boats captured by Spanish. 

IV. Fate of St. Augustine. 

1. No action for revenge taken by king. 2. De Gourgues' plan for 
revenge. 

1. Sold property, fitted out expedition. 2. Destroyed settle- 
ment at St. Augustine. 
Assignments: Why had the French come to Florida? What settle- 
ment did they make? Why had the Spaniards come to Florida? What 
settlement did they make? What was the fate of the French settlement at 
Fort Caroline? What was the fate of the Spanish settlement at St. Augus- 
tine? 

RkfErKncES: Builders of Our Country — Southworth. First Book 
American History — Perry and Price. 



I^ESSON PLANS IN FOURTH GRADER HISTORY. 87 

II. 

THE ENGLISH AT ROANOKE— SIR WALTER RALEIGH. 
Introduction : What two attempts at colonization have we just 
studied? Fort CaroHne by the French; St. Augustine by the Spanish? 
What was the fate of each of these settlements? What other country had 
sent explorers here? England. Should you like to hear of an Englishman, 
Sir Walter Raleigh, who attempted a settlement in America, but failed? 
What would be the first thing you would like to learn about him? Some- 
thing of his life before he came to America. State our problem then. 
Problem: To learn something of the life of Raleigh before he attempted 
to plant a colony in America. 

Walter Raleigh was born in a small farmhouse near the Otto River, in 
Devonshire, England, 1552. He received his early education from his 
mother. As his home was near the ocean, what would he like to do? Spend 
part of his time on the shore, talking with the fishermen in their cottages. 

What stories would they tell him ? Stories of their adventures and of 
shipwrecks. He might read of the discoveries of Columbus, Magellan, 
Cortez. What would this make him wish to do? Make him wish to be a 
hero and have such adventures. 

Raleigh also spent quite a little of his time at a castle, a short distance 
from his home, in which lived his step-brother. Sir Humphrey Gilbert. Sir 
Humphrey was very fond of Raleigh, and in consequence very kind to him. 
At about fifteen Raleigh went to Oxford College, where he was liked by 
everyone. When he had been at college three years, he was ofifered a chance 
to try some of the adventures he had so long thought of and dreamed about. 
A war was going on in France between the Protestants and Catholics. 
Queen Elizabeth of England wished to help the Protestants, so she encour- 
aged young English noblemen to go to their aid. Raleigh went with his 
cousin, who had about one hundred men under his charge. They joined 
Coligny, the leader of the Protestants. They performed many brave deeds 
and fought many battles during the six years they remained in France. 
When they returned to England, Raleigh, who was 24 years old, resumed 
his studies. Everyone thought him handsome, and he was noted for his 
refined and graceful manner. 

His second adventure was in Holland. The Spanish had declared war 
against the Dutch. Raleigh was given command of a company. The 
Spaniards were defeated. How did this make the English feel about 
Raleigh? Very proud of him. Raleigh went on two other expeditions be- 
fore attempting to plant his c6lnny, one to America, one to Ireland. What 
should you like to learn about those ? 

Problem : To learn Raleigh's reason for going on these expeditions, 
and something of his adventures while on them. Let us make our outline 
of today's lesson for our books. 

English at Roanoke;, Virginia, 1585. 
1. Life before attempting to plant the colony. 
1. Born in Devonshire, England. 
• 2. Spent time on shore. 

1. Talking to sailors. 2. Listening to stories of adventures and 
shipwreck. 3. Association with Sir Humphrey Gilbert. 4.. 



88 LESSON PLANS IN FOURTH GRADE: HISTORY. 

Education. 

Received early education from mother. Went to Oxford 
College at age of 15. Remained there three years. 
2. Adventures. 

1. Aided Protestants in France. 

1. Went with cousin, joined Coligny. 2. Remained there six 
years. 

2. Aided Dutch against Spanish. 

1. Raleigh in command of a company. 2. Spanish were defeated. 

Assignments: 
1. Tell something of Raleigh's early life. 2. Why would he be interested 
in the stories of Columbus, Magiellan and Cortez? 3. Tell something of 
Raleigh's adventures in France. 4. What was his second adventure? 
Why was England proud of Raleigh ? 

Lesson II. 

Problem — To learn Raleigh's reason for going on further expeditions 
and something of his adventures en route. 

Why was England so proud of Relaigh ? He had helped the Dutch to 
defeat the Spaniards. His wit, learning and charm soon made him popular, 
while his acts of gallantry especially endeared him to the queen. Tell stor}' 
of spreading velvet coat over mud. It was Elizabeth's custom to reward her 
favorites by giving them an opportunity to make large fortunes. She gave 
Raleigh the privilege of exporting woolen goods and silks, and of selling 
wines. He soon became a wealthy man. This enabled him to gratify his 
love for fine attire. Why had the people of Europe come to America? To 
search for gold and silver. Raleigh and his half-brother. Sir Humphrey 
Gilbert, desired to plant colonies in America for other reasons. Their idea 
was to build houses, cultivate the ground, and establish a farming commu- 
nity to which England might send her laborers who could find no work at 
home. These colonies, Raleigh hoped, would give England a part of the 
new land, and establish additional trading points for England. 

When Gilbert fitted out his first expedition to come to America, 1578, 
Raleigh came with him. While en route he learned about everything on the 
boat, and studied when he was not helping the sailors. The expedition was 
not a successful one, for they were attacked by the Spaniards, and had to 
return to England. 

Soon after this Raleigh was sent to Ireland to help put down a rebellion 
there. He fought so bravely that all England sounded his praises. How 
did the queen feel about Raleigh? Very proud of him. She gave him a 
place at her court, which was one of the most brilliant then in Europe. 

What had happened to Sir Humphrey Gilbert's fleet on his first expe- 
dition? It was attacked by Spaniards, so had turned back to England. He 
started out on another, and landed in Newfoundland, claiming it in the 
name of the Queen of England. From there he sailed up the Kennebec 
River. As his three vessels sailed along the coast (trace on map) a great 
storm arose and one ship sank. Sir Humphrey started back to England, 
but his ship was wrecked and he was drowned. When Raleigh, who was 
not with him on this voyage, heard of his death, he decided to take up his 



i,e;sson pIvAns in fourth grade history. 89 

work. The queen gave Raleigh, 1584, the charter that she had granted to 
Gilbert. This gave him "the right to lay claim to any land in the west not 
actually possessed by a Christian." The charter made Raleigh governor 
of all the colonies he might establish, and it gave to the settlers the freedom 
and privileges that they enjoyed at home. What should be our problem next 
time ? 

Problem— To learn if Raleigh succeeded in planting a colony in 
America. Let us all contribute in making our outline. 

3. Experience with Sir Humphrey. Gilbert on trip to America. 

1. Reasons for trip. 

1. Desire to establish farming community where laborers might 
find work. 2. Desire to establish trading posts for Eng- 
land. 3. Desire to give England a share of new land. 

2. Resuh. Attacked by Spaniards, turned back. 

4. Experiences in Ireland. Helped to quell rebellion in Ireland. 

Queen very proud of Raleigh. 
5. Raleigh's desire to come to America. 

1. Reasons for coming. 

1. To take up work of Sir Humphrey Gilbert after his death. 

2. Sir Humphrey's charter given by Queen to Raleigh, 1584. 

Assignments: 

1. How was it possible for Raleigh to become a rich man? 2. For 
what reasons did Raleigh and Sir Humphrey Gilbert wish to come to 
America? 3. How many trips did Sir Humphrey make? What was the 
result of each? 

Lesson III. 

Problem : To learn if Raleigh succeeded in planting a colony in 
America. What were the provisions of the charter granted Raleigh by 
Queen Elizabeth? Raleigh had the right to explore and settle any land 
not actually owned by Christians. Raleigh was to be governor over all the 
colonies he might establish, and the settlers were to have all the freedom 
and privileges enjoyed in England. 

Raleigh thought best to send an exploring party ahead, so that when 
the colonists reached America they would know what to expect, so he sent 
two vessels, 1584. They anchored just off the Island of Roanoke. Going 
ashore, they found a delightful climate, rich vegetation, and the Indians so 
kind and eager to welcome them that they brought back glowing accounts of 
the new land. How would Elizabeth feel at these glowing accounts? Very 
much delighted. She gave the new land the name of Virginia, in her own 
honor, for she was not married, and so was called the "Virgin Queen" or 
"Maiden Queen." As a reward to Sir Walter Raleigh she knighted him. 
He was then known as "Sir Walter Raleigh." 

What would be the next step? To send out the colony. In 1585 
Raleigh sent out seven ships, which landed at Roanoke Island. A colony 
was planted, but the colonists were lazy, and instead of exerting themselves 
in building homes and tilling the ground, they wasted their time and de- 



90 LESSON PLANS IN FOURTH GRADE HISTORY. 

pended upon the Indians for food. How would this make the Indians be- 
come? Hostile to the English. Constant quarrels arose between the In- 
dians and the white men, and the next year when Sir Francis Drake sailed 
up to Virginia, he found only a few destitute, homesick survivors. What 
would they wish him to do? Yes, he carried them back to England. Fif- 
teen days later Sir Richard Greenville arrived with well-laden ships, but 
could find no colony. He did not want England to lose possession of the 
land, so he left fifteen men at Roanoke to hold the land and went back to 
England. 

The colony had proved a failure, but it brought two results which be- 
came of great value to England. On their return the colonists presented 
Raleigh with two kinds of plants they had found. One was the potato, 
which up to this time England had never known. Now it is raised in their 
country. The other was tobacco, which the colonists had tried and deemed 
worthy of taking back to England. They also took the Indian maize, or 
corn, with them. Tell story of the servant's action upon seeing Raleigh 
smoking tobacco. What would this failure to plant a colony make many 
men do? Give up attempt to plant colony. Not so with Raleigh. He had 
great perseverance, and did not easily lose heart. What would this type of 
man do ? Attempt once more to plant a colony. 

In 1587 Raleigh sent out a new colony of men, women and children 
under Governor White, who wished to build a city called Raleigh. When 
ihey reached America whom would they look for? The fifteen men left by 
Sir Richard Greenville. They could not find them, but they repaired the 
houses they had built. Not long after their arrival at Roanoke the first 
English child was born in the United States. They named her Virginia 
Dare. Governor White, after seeing the settlers safely housed in huts and 
well stocked with provisions, set sail for England. Why would he return 
to England? To get supplies, and to report to Raleigh. When he started, 
the colonists told him that if for any reason they left Roanoke, they would 
carve on a tree the name of the place where he could find them, and that if 
they were in any trouble when they moved, he would see a cross cut above the 
name. When Governor White reached England he found that country all 
readv to engage in war with Spain. How would this affect his return to 
America ? Keep from returning to America because he would be needed ar 
home. 

He did not return for three years. When he reached Roanoke Island 
he could find not a single one of the colonists; their homes were deserted 
and the harbor empty. What would he look for? Look on the trees for 
the name of the place where they had gone. 

They found the word "Croatoan" cut into the trunk of a tree, but there 
was no cross over the name. Croatoan was the name of an island not far 
away. But though search after search was made, not one of the missing 
colonists were ever heard of. What might have happened to them? In- 
dians might have killed them, or might have died of starvation. No one 
ever knew what had become of Virginia Dare. What would be our problem 
for next time? 

Problem : To learn what Raleigh did when he learned of the fate 
of the colony. 



LESSON PLANS IN FOURTH GRADE HISTORY. 91 

II. Planting, the colony. . ' 

1. Expeditions sent 1584. 

1. Explored land on Roanoke Island. 2. Queen Elizabeth named 
land "Virginia" in honor of the Virgin Queen. 3. Colony 
sent out 1585 — seven ships. 

2. Life in colony. 

1. Indians kind at first. 2. Colonists lazy. Indians became hostile. 
3. Supplies did not arrive from England. 4. Colonists taken 
to England by Sir Francis Drake. 5. Arrival of supplies. 
Colonists gone. Fifteen men left. 

3. Arrival of new colony 1587. 

1. Wished to build city of Raleigh. 2. Governor White made col- 
onists comfortable — snug houses, good food. Baby Virginia 
Dare born. 3. Boat returned to England for supplies. 4. 
Could not return because of war with Spain. 

4. Colony abandoned. 

1. Governor White's return. 2. Fate of colony unknowm. Found 
"Croatoan" cut on tree. 

Assignments: 

1. How many expeditions did Raleigh send to America? Why did 
he send so many? 2. In whose honor was the country named? 3. Why 
did not the colony sent out in 1585 prosper? 4. Tell about the attempt to 
build a city named Raleigh. 

Lesson IV. 

State our problem for today. Problem: To learn what Raleigh did 
when he learned of the fate of the colony. 

How would Raleigh feel when he learned the fate of his colonists? 
Saddened and disappointed. He gave up his idea of personally founding an 
English settlement in America. His experiment had cost him over forty 
thousand pounds. Soon after this Raleigh married Queen Elizabeth's maid. 
This made the Queen so angry that she had Raleigh sent to prison. Soon 
after this some of his ships came in laden with riches. What would the 
Queen do? Set Raleigh free to divide his riches. 

"^ He gave Elizabeth so many beautiful presents that she let him keep his 
liberty, and he lived for a long time in a castle with his beautiful wife, until 
he heard of the riches of Guiana, in South America, when he determined 
to get some of the gold himself, so he started with five ships, 1594, for 
Guiana. He reached the Orinoco River (trace on map) claimed the country 
for England, and carried some stones containing gold back to England, 
where he had to stop to help fight the Spanish. Soon after this Elizabeth 
died, and King James came to the throne. He did not like Raleigh, so he 
took away his lands and offices. How would this make Raleigh feel? Very 
bitter and angry against the king. He said many bitter things about the 
king, who had him put into prison, where he remained for thirteen years. 
While there he wrote a history of the world. What other man wrote a his- 
tory while in prison? Marco Polo. At last he was released from prison, 
that he might go to Guiana and bring back some gold, but returned without 
any. What would King James do? Put Raleigh in prison. Yes, he was 
put in prison for awhile; then taken out and beheaded. Let us finish our 
outline. 



92 LESSON PLANS IN FOURTH GRADE HISTORY. 

III. Sir Walter Raleigh's later years. 

1. Raleigh in Prison. 

2. Liberated from prison. 

1. Searched for gold. 2. Reached Orinoco River. 3. Guiana 
claimed for English. 

3. Raleigh's death. 

1. Death of Elizabeth. 2. King James on throne. 3. Dislike for 
Raleigh. 

4. Results of Raleigh's ventures. 

1. Colonization failed. 2. Wrote history of world. 3. Intro- 
duced tobacco and potatoes into England. 
Assignments: 

1. Why was Raleigh put into prison? Why liberated? 2. What were 
the results of Raleigh's expeditions? 
References : Builders of Our Country — Southworth. First Course 
in American Historyi — Hodgdon. Story of Thirteen Colonies — Guerber. 

VIRGINIA— CAPTAIN JOHN SMITPI. 

Mode oe Attack : What country aided Raleigh in his settlement in 
America? What became of the settlement? Although his settlement 
failed, what influence did his adventures have upon other Englishmen? 
Led others to try. Would you like to know about another venturesome 
Englishman who came to America? What would be the first thing you 
would like to ktlow about him? His early life. Some adventures. 

Pupil's Aim : To learn the name of a very adventurous Englishman 
who came to America, and something of his early life. 

Method of Procedure: Captain John Smith began life as a clerk in 
England. What kind of a life does a clerk lead? He did not like this 
quiet life, so he ran away and turned soldier. Before he had reached his 
twentieth year he had fought for awhile in the French army, and had 
served three years in the Netherlands. At the age of twenty he desired to 
try his fortune against the Turks, so he embarked for Turkey with a band 
of Pilgrims. While he was on his way what dangers on water must he 
encounter? Storms and robbers. Yes, he met both of them. A great 
storm arose. The Pilgrims cried out that there must be a wrongdoer on 
board, and in their terror proposed to draw lots. Finding out that Smith 
was the guilty person, what do you suppose they did with him? Threw 
him overboard. What became of this good swimmer? He swam to the 
shore, and was picked up by a passing vessel and carried to Eg}'pt. On 
his return voyage his vessel was fired upon by a Venetian vessel ; a hot 
fight took place, but the Venetians were conquered and robbed. Smith 
received 250 pounds as his share of the spoils. This enabled him to pur- 
chase his journey into Hungary. 

Here he declared that the teachings of Christ were far better than 
those of Mohammed, and offered to prove it by fighting three Turks. He 
killed them all, but, being wounded, was soon made a prisoner. What did 



LESSON PLANS IN FOURTH GRADE HISTORY. 93 

they do with prisoners in those early days? Made them slaves. What did 
they do with Smith? Sold him as a slave. One day when Smith was 
threshing in the field his cruel taskmaster beat him severely, although he 
had done nothing wrong. How did Smith become at this treatment? 
Very angry. Smith raised his flail and struck the Turk such a hard blow 
that he fell to the ground dead. What did Smith try to do? Yes, seeing 
his chance to escape, he quickly exchanged clothes with the dead man, hid 
his body under the straw, filled a bag with corn and, jumping on a horse, 
rode rapidly away across the plains. After many days of hard riding and 
various adventures through the different countries he finally reached home. 
At the time of Smith's return to London the London Company had just 
fitted out an expedition to plant a colony in Virginia. How did England 
seem to this venturesome man? Dull. What do you suppose Smith did 
when he found this expedition was going to sail to America? Talked to 
the captains and found out what he could about America. What do you 
suppose he decided to do? Come to America. Should you like to learn 
something of his adventures during his voyage to America? Would you 
be willing to stop there? No, we should like to learn something of his 
adventures in America. 

Virginia — Captain John Smith. 
L Early life. 

a. Clerk. 

b. Soldier. 

I. In France. 2. In Netherlands. 

c. Visited Egypt 

d. Visited Hungary. 

I. Becomes a slave. 

a. Sold to Turk. b. Cruelty of master, c. Death of 
master, d. His escape. 
II. Return to England. 

a. Dull life. b. Talk with Captain of London Company's expedi- 
tion, c. Resolve to come to America. 
Assignment: Why did Smith leave England? Tell the story of 
one of his adventures while on his way to Turkey. Describe his encoun- 
ters with the Turks. 

Lesson II. 
Pupil's Aim : To learn of Smith's voyage to America and something 
of the settlement. 

Method oe Procedure: Where did we leave Smith? In England 
getting ready to come to America. With whom was he coming? The 
London Company. There were 105 gentlemen in three ships. They left 
England on New Year's Day, 1607. They took the same route that Colum- 
bus had taken. Trace that route. What kind of a route was it? Long 
route. Some trouble arose between Smith and one of the colonists. He 
was accused of plotting mutiny, and was kept in irons for more than a 
month. What other trouble might they have had? Storms. Yes, it took 
them one hundred twenty-eight days to make the voyage. Then en- 
tered the mouth of the Chesapeake Bay one beautiful May day, and sailed 
up a broad river, which they named in honor of their king. Who was 



94 LKSSON PLANS IN FOURTH GRADi; HISTORY. 

their king? James I. What did they name the river? James River. They 
landed on its banks and made a settlement, which they named Jamestown. 
As soon as Smith landed he was given a hearing. The captain proved his 
innocence, and he was set free. His chief accuser was condemned to pay 
him a large sum of money for damages. Smith generously gave this 
money to help the settlement. What do you suppose these men came to 
Jamestown for? To hunt for gold; to find a short route to India. What 
kind of men were in the party? Gentlemen. Were they fit for this life 
in the wilderness? Why not? Were not used to hard work. What 
should have been their first work? Building homes and preparing the 
soil for planting. There were only four carpenters in the party, and these 
were kept very busy. What kinds of homes might they live in while the 
carpenters were building houses? Some had tents made of sails; others 
had cabins with grass or bark roofs ; others had holes in the ground. They 
spent no time plowing or planting the soil. How do you think they spent 
their time? Digging for gold. What was the result? Their food gave 
out, and as the Indians were unfriendly, and would not give them food, 
they were soon in danger of starving. Jamestown had other hindrances. 
It was on low, damp ground, and the water was bad. What might result 
from this? Sickness. Many of the ill-fed people suffered from malaria, 
and half of them died. Captain Smith, thottgh not well himself, did every- 
thing he could for those who needed his help. When the sickness was 
over some of the colonists were so discontented they decided to do what? 
Seize the only vessel at Jamestown and go back to England. What did 
these settlers need? A good leader. Smith now took command. What 
do you suppose he did to prevent their return to England? Turned the 
cannon of the fort against them. The would-be deserters saw that if they 
tried to leave the harbor he would blow their vessel to pieces; so they 
turned back. One of the leaders of these men was tried and shot ; the 
other was sent to England in disgrace. What is the next thing you would 
like to know about Smith? What kind of a leader Smith made? How 
did he overcome the Indians. 

III. Voyage to America. 

a. Time of leaving* (January 1, 1607.) b. Three ships, c. One 
hundred and five men. d. Provisions, e. Columbus route. 
Long (128 days.) f. Smith's trouble. His imprisonment. 

IV. Landing at Jamestown. 

a. Smith's trial, b. Purpose of some. Time spent, c. Purpose of 
workmen. Time spent, d. Kind of place, e. Kind of 
homes. Tents. Cabins — grass roofs. Holes in the ground, 
f. Result. Sickness, Starvation. Unfriendliness of Indians. 
Death of one-half colonists. 
V. Smith as leader. 

a. Saved the colony, b. Prevented the return of colonists to Eng- 
land, c. Punished the leaders. 
Assignments Why did Smith resolve to come to America? Why 
did they take Columbus' route? What was the colonists' purpose in com- 
ing to America? Tell why the Jamestown settlement did not prosper at 
first. Who is now commander? How did he come to take command? 



I^RSSON PLANS IN FOURTH GRADU HISTORY. 95 

Lesson III. 

Pupil's Aim : To learn of Smith as a leader, and how he overcame 
his greatest difficulty. (Dealing with the Indians). 

Method of ProcFdurE: What was Smith doing when we left him 
yesterday? He was the leader of his httle band. What had he done that 
showed he would be a successful commander? He saved the settlement. 
What will now be his chief troubles? Making the gentlemen work and 
dealing with the Indians. Why did he need to deal with the Indians? 
To get food. Once Smith set out to find the Indians and trade with them 
for corn. But at the approach of the English we are told that the Indians 
ran away in such haste that they left their dinner on the fire. The colonists 
drawing near, saw that the Indians had been roasting oysters and tasting 
them for the first time in their lives, were delighted to discover a new and 
delicious kind of food. What do you suppose the English thtn did? They 
shot a few turkeys and then set out to overtake the Indians. They over- 
took them and managed to get a supply of corn in exchange for trinkets 
and a copper kettle. 

Sometimes Smith would go off with a boat full of companions to ex- 
plore the country. What do you suppose he was trying to do? Find the 
Pacific Ocean. On one of these trips most of his men were left to guard 
the boat while he and his four companions paddled up a river in a canoe. 
Suddenly a band of Indians, attacking the party, captured Smith and killed 
the four other men. How do you think crafty Smith saved himself? 
Sure that his life was in danger, he at once began to amuse the Indians. 
Taking out his pocket compass, he showed them the needle trembling and 
quivering, but always pointing one way. What effect did this have upon 
the Indians? They were amazed at what they saw and spared Smith's 
life, taking him to the village of their great war chief, Powhatan. 

After several weeks of captivity Smith bargained with the Indians 
to set him free in exchange for a certain number of trinkets and one of 
the bright brass cannon to be seen at Jamestown. This settled, he wrote 
a letter to the colonists, telling them what trinkets to give the bearers, and 
warning them to be sure to shoot off the cannon in the Indians' presence, 
so that they should not dare carry it off. 

What did Smith do with the letter? Gave it to his captives and bade 
them take it to Jamesown. He also told them that it would tell the Eng- 
lishmen what they wanted, and that they would hear the big noise which 
came out of the bright log they wanted. 

This seemed very curious to the people, who did not know how to 
write, so they set out for Jamestown full of curiosity. 

When they saw that the white men, after looking at the letter, gave 
them all the trinkets they had bargained for, they were amazed and said, 
"Smith Mike Paper Talk." They then tried to lift the bright log, and were 
surprised at its weight. Motioning them aside, the colonists next shot off 
the cannon. How do you suppose it affected the Indians? Frightened 
them. The cannon ball splintered a good-sized tree, and filled the Indians 
with such terror that they refused to touch it again. When they got back 
to their camp they let Smith go, and he bade a friendly good-bye to the red 
men, from whom he had learned all he could while with them. Pocahon- 



96 LESSON PI.ANS IN FOURTH GRADU HISTORY. 

tas, the little daughter of Powhatan, who had grown very fond of Smith, 
was very sorry to see him go. What did Smith do before leaving them? 
Get enough grain for his friends. What do you suppose he then tried to 
do? Hurry back to Jamestown. What should be our next problem? To 
learn what he did after reaching Jamestown. 
VI. Smith's dealing with the Indians. 

a. Search for food. 

1. Reached Indian camp. 

a. Indians ran away. b. Colonists ate oysters, c. In- 
dians overtaken, d. Exchanged trinkets and cop- 
per kettle for corn. 

b. Exploration of the country. 

1. Smith and four companions. 

2. Attacked by Indians. 
3 Men killed. 

4. Smith a captive. 

a. The compass. b. Before Powhatan, c. "Made 
Paper Talk." 

1. His bargaining for freedom. 2. Writing the letter. 3. Indians' 
Journey to Jamestown. 4. Getting trinkets from settlers. 5. 
Release of Smith. 6. Smith's journey to Jamestown. 

Assignment : How or where did the settlers first learn the use of 
oysters as a food ? Describe Smith's capture by the Indians. How did Smith 
get the title of "Making Paper Talk?" Be sure to write a story about this. 

Lesson IV. 

PuPHv's Aim : To learn why Smith was better able to help his people 
after his stay with the Indians. 

Method oe Procedure: Where did we leave Smith? Hurrying to 
Jamestown. Who was a good friend now?- Pocahontas. How could 
she show it? By bringing him grain. She brought him grain and com 
enough to supply the needs of the colonists during the first winter. In 
1608 more colonists came over to Jamestown in search of gold ; but they, 
too were gentlemen, and intended to remain for only a short time. They 
unfortunately discovered something that looked like gold. What did they 
do? In spite of all Captain Smith could say, they did nothing but dig, 
dig, dig. What was the result? Took home a shipload of the worthless 
dust instead of carrying home lumber. The foolish governor 
sailed away with them. 

Who do you think was made governor? John Smith. What do yon 
suppose was his first work? To make strict laws which all the colonists 
must obey. Can anyone give some of these rules? The colonists were 
told if they would not work they could not eat. Captain Smith next or- 
dered that a canful of cold water be poured down the sleeve of anyone 
who swore. What caused this swearing? Making them work. What 
was the work? Chopping down trees, digging the ground. What efifect 
did these rules have upon the settlers? They went to work and acted like 
gentlemen. Two women came over (1608) with these last settlers to 
make real homes in Jamestown, the first English city in United States. 
The same ship also brought over presents from King James to the In- 



i<e;sson plans in fourth grade; history. 97 

dian king Powhatan. These were a bed, a basin, a pitcher, a coat trimmed 
with gold lace and a crown. 

Powhatan was invited to Jamestown to receive the gifts and be 
crowned. With which of these gifts was Powhatan most pleased? The 
red coat. They could not make him understand he had to kneel to receive 
his crown. Finally the colonists, standing on either side of him, leaned 
so heavily upon his shoulders that they forced him to bend the knee before 
the governor, who quickly crowned him. 

What pleased him most of all were the drums beaten loudly in his 
honor. When the cannon was shot off the newly-crowned king was so 
amazed that he almost fell over backwards. When he had recovered from 
his fright Powhatan gave the governor his old moccasins and a tattered and 
dirty raccoon skin, telling him to send them to King James in return for 
his gifts. 

The last Jamestown settlers brought over letters asking for what ? 
Gold. Urging them to search for what? The route to India. Why? 
So much money could be made by trading in silks, pearls and spices. 
What do you suppose was the message Smith sent back? Send workmen. 
Yes, he said, "Send farmers, carpenters, masons and men to cut down 
trees rather than so many fine gentlemen who did not know how to work." 
As soon as the ships had gone Smith set all the colonists to work building 
houses, planting corn and working hard in many ways so as to supply their 
needs. He also ordered that the Indians be treated kindly. But the set- 
tlers thought they knew better than he, refused to work, and treated the 
Indians so unjustly that they secretly planned to kill all the English. Po- 
cahontas overheard the plot, ran through the forest alone one dark night, 
and came to Jamestown secretly to tell Smith. He was so thankful to her 
for her warning that he wished to give her a present, but she refused to 
take it. Why? She knew if her people saw it they would know she had 
betrayed them. The Indians were soon frightened into good behavior, and 
Jamestown for a time was safe. But unfortunately a terrible accident 
soon happned to the brave man. A gun shot off by accident set fire to the 
powder in the boat where Smith lay asleep. He was badly wounded, and 
would have burned to death had he not had presence of mind to roll out 
of the boat into the water. 

There were no good doctors in Jamestown, so Smith sailed back to Eng- 
land in the next vessel, never to visit Jamestown again. When he was 
cured he explored the northeast coast of our country, and drew a ma]) 
of it, calling it New England. For this the king gave him the title of the 
"Admiral of New England." Being too old to continue his journeys any 
longer, Smith spent the rest of his life in London writing an account of 
his travels and of the founding of Jamestown. Should you like to learn 
the effect of his leaving Jamestown? 
VII. Smith's return to Jamestown. 

a. His reception by the settlers, 
b. His Indian friend. 
1. Pocahontas. 

a. Gave him grain. 



98 LESSON PLANS IN FOURTH GRADE HISTORY. 

b. Urged Powhatan to supply their needs the tirst winte . 

c. Arrival of more gentlemen. 

1. Time 1608. (Two women.) 

2. Kind (idlers.) 

a. Spent time digging for gold. 

3. Result. 

a. Took home a shipload of worthless dust, 
d. Return to England of first governor. 
VIII. Captain John Smith as governor. 
a. Law making". 

1. Kind (strict.) 

b. Making settlers work. 

1. Chopping down trees. 2. Building homes. 3. Prepar- 
ing soil. 

c. His punishment of idlers, etc. 

d. His explorations. 

1. Map of bay. 
e. Crowning of Chief Powhatan (King of Virginia). 

1. Visit to Jamestown. 2. Gift from King James. 3. 
Powhatan's gift. 4. Celebration. 

f. Message from England. 

1. Request for gold. 2. Smith's reply. 

g. Settlers' treatment of Indians. 

1. Kind of treatment. Very cruel. 2. Indians' plot. 3. 
Pocahontas' warning. 4. Smith's power, 
h. Smith's accident. 

1. Cause. 2. Result. 
IX. Smith's return to America. 

a. Explored northeast coast of United States, b. Drew good 
map of it. c. Called it New England, d. Gained title (Ad- 
miral of New England). 
X. His last days. 

a. In London, b. An account of Jamestown colony. 
Assignment: Why was Smith better able to deal with the Indians 
after his release from captivity? Why was the first governor considered 
so foolish? Compare Smith with the first governor. What was Smith's 
answer's to the London merchant's request? Describe Smith's accident. 

Lesson V. 
Pupil's Aim: To learn the effect Smith's leaving had upon the set- 
tlers at Jamestown. 

Method oe Procedure: Where did Smith go? Why? How did the 
colonists become after he left them? More idle than ever, and treated the 
Indians very unkindly. How do you think that affected Pocahontas? She 
refused to visit them any more. What was the result? They could not 
buy any corn, and as they had no crops of their own, they had so little 
food when winter came that only sixty out of about six hundred colonists 
managed to live. This terrible winter in Jamestown is known in history 
as "Starvation Time." Their sufferings were so great that those who sur- 
vived determined to do what? Return home in spring. So they put their 



LEISSON PI^ANS IN FOURTH GRADE HISTORY. [99 

scant stock of provisions on board their ships and prepared to sail. Be- 
fore leaving they wanted to set fire to the houses they had built, and de- 
stroy the place where none had enjoyed a happy day. But this they were 
forbidden to do. The little band of settlers then sailed slowly down what 
river? James River. Ori reaching the mouth of the river what do you 
think they saw? Ships. Yes, three ships had come from England laden 
with supplies and many new colonists. They did what? Turned around 
and went back to Jamestown. For what were they thankful? That they 
had not burned their homes. The houses were still standing, ready to re- 
ceive them. 

After the settlers had decided to stay, what do you suppose they did ? 
Chose a new governor named Dale. Old governor gone to England. He 
soon found the cause of the poverty was what? Laziness and indiffer- 
ence. He also discovered that the workers had to feed the lazy ones or the 
idlers. Why? All supplies went into a common warehouse, or store- 
house, and each man received an equal share, whether he worked or not. 

Dale was very anxious for the colony to prosper, so he said that each 
man should work for himself. Just about this time the king gave the Lon- 
don Company a grant of land four hundred miles along the coast. What 
was the result? The industrious people were given a part of this land 
to work and become very comfortable, while the lazy colonists became 
poorer and poorer. What do you suppose they planted? Wheat, corn and 
tobacco. 

After the colonists began to raise tobacco Virginia became prosperous. 
Why? When the people of Virginia found what good prices tobacco 
brought in England they raised it rather than corn or wheat, and it became 
the chief crop. Secondly, when men in England saw that money was .to 
be made by tobacco growing in Virginia, they came over to engage in plant- 
ing, and the colony drew a better class of settlers. Thirdly, tobacco be- 
came a sort of money, and the price of food, clothes, articles of all sorts, 
and even wages were paid in tobacco. In the fourth place, as the colony 
;^rew in numbers, and tobacco planting became more and more the chief 
industry of the colony, what would the people be apt to do? Gain more 
land. Li order to gain land, what must they do? Leave the town of 
Jamestown and move out into the country. What would we call these 
homes? Farms. They called them plantations. What effect did this 
have upon the growth of Jamestown? Made it much larger. Who bought 
this weed? The English. The value of it was seventy-five cents a pound. 
John Rolfe was the first tobacco planter. He was also famous as the hus- 
band of Pocahontas. Should you like to know how he became her hus- 
band? 

Four years after Captain John Smith left Jamestown the English cap- 
tain, Argall, remembering how useful Pocahontas was, determined to cap- 
ture her. Hearing that she was with a neighboring tribe, he bargained 
with the chief to lure her on board his vessel and leave her there. The 
chief consented and walked off with his reward, a shining brass kfettle, leav- 
ing Pocahontas a captive in Argall's hands. He took her to Jamestown, 
where she was treated kindly. John Rolfe converted her, baptized her and 



100 LESSON PLANS IN FOURTH GRADE HISTORY. 

made her his wife. Powhatan and many of his tribe were invited to the 
wedding, the first wedding between an EngHshman and an Indian girl. 
When the King of England heard of it he was greatly displeased. Let us 
see why. What position did Powhatan hold? King of Virginia. How 
might this affect Rolfe? Make him wish to rule over the country (Vir- 
ginia). Can you see why the king was displeased? Rolfe wished nothing 
of the kind, and after growing tobacco for awhile he took his young wife to 
England. Who would be interested in her visit? Smith. The queen, to 
please Smith, treated her kindly and welcomed her to England. How do 
you suppose she was dressed? As an English lady. She was presented 
at court as Lady Rebecca. Her name was changed when she was baptized. 
Pocahontas spent a few months in England, and she had just started to 
return to Virginia when she was taken sick and died. But she left a little 
son, who lived to grow up and became the ancestor of several noted fami- 
lies in Virginia. Should you like to know what else helped to make Vir- 
ginia more prosperous ? 

XL Effect of Smith's leaving Jamestown. 

a. Colonists became lazier. 

b. Colonists treated Indians cruelly. 

c. Lack of food. 

d. Sickness. 

e. Starvation time. 

1. Number reduced (600-60). 

f. Decision of colonists. 

1. To return to England. 2. Meeting of three ships. 
a. Plenty of provisions, b. Other settlers. 
XII. New life of colony. 

a. Selection of governor. 

1. His discovery. 

a. Cause of trouble, b. Remedy. A tract of 
land. Crops. Wheat, corn, tobacco. 

XIII. Effect of tobacco raising. 

a. Chief crop. b. Encouraged other settlers to come. c. Used 
as money, d. Enlarged tracts of land. e. Plantations. 

XIV. Rolfe Famous. 

a. First tobacco planter, b. Husband of Pocahontas, c. Visit 
to England. 
Assignment: Tell the story of "Starvation Time." What helped 
Virginia from poverty to prosperity? Why were the farms in Virginia 
called plantations? 

Lesson VI. 
Pupil's Aim : To find what else helped to make Virginia more pros- 
perous. 

Method of Procedure : How long did the first Virginia settlers 
intend to stay in Virginia? Until they got all the gold, or else found a 
short route to India. With that intention in mind, who came to Virginia? 
Only men. WHio would help make better homes? Women. When the colony 
was twelve years old a shipload of women arrived in search of husbands. 



LESSON PLANS IN FOURTH GRADE HISTORY. 101 

Each one was free to choose her husband. But the girls were so much 
sought for that the company sent out shipload after shipload, and then each 
man had to pay for the passage of his wife, which was one hundred and 
twenty pounds of tobacco. The same year. What year? 1619. In 1619 
a Dutch man-of-war brought twenty negroes to Jamestown and sold them. 
This was the beginning of what? Slavery. What was their work? To- 
bacco raising. There were not enough negroes to do the work, and white 
people who were able to pay their passage to America were not willing to 
work on the tobacco plantations. How might they get people from Eng- 
land to work on these plantations? Agree to pay their way. What would 
this make the poor white people? Practically slaves. How long must 
they work before they get wages? Until they pay for their voyage. Some 
sold themselves in order to pay their passage to America; but some persons 
guilty of an offense had been sold rather than be punished in some other 
way; some boys and girls who were stolen from their homes and carried off 
by force something like the negro slaves were also sent over. What was the 
difference between the white and black slaves? The white slaves served only 
for a short time. When the time was up they worked for wages or got a 
small plantation. The owner of the plantation would have what kind of a 
home? Where would these negroes and white people live? In little log 
cabins on the plantation. Since there were a number of these little houses, 
what did the plantations resemble? A village. By the time Jamestown 
was twenty years old large plantations were scattered along the banks of 
the York and James Rivers, and Virginia had begun to be a new kind of 
country. There were no roads, and each plantation resembled a village. 
Tobacco had become the chief industry. Why were there no roads? 
Easier to pass from one plantation to another by water. Why no towns? 
Because all trade and commerce were carried on at the planter's door. All 
goods shipped to England. The ships that came from England for the 
tobacco would sail up the rivers to the planter's wharves, take on board 
what tobacco was for sale, and pay for it in what? Tables, chairs, knives, 
saws, axes, nails, hammers, clothing, shoes brought from where? 
England. Why brought from England? The planters were too busy rais- 
ing tobacco to make them. Do you suppose the Virginia lawmakers were 
satisfied with the way Virginia was developing? How? Big plantations, 
no roads, no towns and very little what? Manufacturing. What do you 
suppose these lawmakers wanted instead of large plantations? Towns. 
What would they have to do to forbid the development of any more large 
plantations? Make laws. Yes, they ordered each county to build one 
brick house in Jamestown, and required all of the tobacco raised within a 
certain region to be sent there. But the law was not obeyed, and James- 
town never contained more than a church, a court house and a few houses. 
Today its site is a farm, and save the ruined tower of the church and some 
tombs and graves, little remains to show where it once stood. 
XV. Arrival of women. 

a. The effect. Making of homes. 
XVI. Arrival of slaves. 



102 LESSON PLANS IN FOURTH GRADE HISTORY. 

a. Time (1619). b. Kind. c. The effect. More tobacco 
raising. Larger plantations (Why?) 
XVII. Law-making. 

a. Kind. b. Result. 
XVIII. Jamestown. 

a. Long ago. b. Condition now. 
Assignment: Tell how the women helped to make Jamestown better. 
What was the chief export of Jamestown? Imports. Why? Describe 
the appearance of Jamestown now. 

References: Pioneers on Land and Sea — McMurry. Stories of 
Thirteen Colonies — Guerber. Primary History of United States 
— McMaster. Montgomery's Beginners' American History. 
Builders of Our Nation. Primary History of United States — 
Morris. Hodgdon — First Course in American History. Bk. I. 
History Reader — Bk. I — Mace. 

NEW YORK— CAPT. HENRY HUDSON. 

Mode of Attack : What countries have made settlements in North 
America? England and Spain. Where did Spain make her settlements? 
Florida and New Mexico. In what part of our country was that? Extreme 
Southern part. Where did the English make a settlement? Jamestown, 
Va. Where is Virginia? In Southeastern part of United States. Why 
did these settlers come to America? To hunt gold. To find a shorter route 
to India. Should you like to hear of another man who was sent out to find 
this shorter route 'to India? He was hired by another country to come for 
them. 

Pupil's Aim : To learn the name of another country that hired a man 
to find the shorter route to India. To learn something of this man's 
adventures. 

Method of Procedure: Who was Captain Henry Hudson? One of 
the best sea captains in England. A friend of Captain John Smith. While 
Smith was in Jamestown, a company of London merchants sent out Captain 
Hudson in the Discovery to try to discover a passage to China and to the 
Indies. When he left England, he sailed for Greenland, hoping that he 
could find a way open to the Pacific across the North Pole or not far below 
it. Trace the route. He knew that if he found such a passage it would be 
much shorter than a voyage around the globe farther south. Hudson could 
not find the passage he was looking for, but what do you suppose he saw 
up there in that Northern region? Yes, mountains of ice and snow. 
He went nearer to the North Pole than anyone had ever done before. WHien 
he returned to England after this voyage, he found himself famous. The 
Dutch East India Company heard of his skill and persuaded him to make a 
voyage for them. In what direction had Hudson sailed on his other voyage? 
Northwest. Had he found the route to India? No. In what direction 
would they want him to sail on this voyage?? Northeast. What would 
he need for such a voyage? Boats, provisions and men. By April 
4, 1609, Captain Henry Hudson was ready to sail. He left Am- 
sterdam in the Half Moon, a Dutch ship of eighty tons, with a crew 



LESSON PLANS IN FOURTH GRADE; HISTORY. 103 

of sixteen or eighteen sailors. When they had sailed quite a long distance, 
the sailors grew so tired of seeing nothing but water, fog and ice, that 
they refused to go any farther. What do you suppose Hudson did? Turned 
his ship about. Would he want to go back to Amsterdam? Where then 
could he do? To the New World. Yes, he sailed for the Coast of North 
America, because Captain John Smith had sent him a letter with a map of 
the early voyages to the New World. On May 13, 1609 the little Half 
Moon stopped at the Faroe Islands, and the casks were filled with fresh 
water. On July 18, 1609, they arrived at Penobscot Bay with the foremast 
gone and the sails much the worse for wear. Here they stopped for a week 
to mend their sails and to make a new mast. They enjoyed good food while 
here for they caught fifty cod, a hundred lobsters, and one great halibut. 
They were visited by the Indians. What did the Indians bring? Furs. This 
part of the country was full of French, what do you suppose they were 
doing there? Trading what? Knives, hatchets, copper kettles, beads and 
other trifles. This gave Hudson his first idea of what? The great fur- 
trading business. Nine days after leaving Penobscot Bay, the Half Moon 
reached Cape Cod. Sometime in August Hudson reached the Chesapeake 
Bay, but the weather was so stormy that he thought it would not be safe 
to enter it. He therefore sailed northward along the coast. In September, 
1609, he entered a beautiful bay formed by the spreading of a noble river. 
This was New York Bay. He called the river the Great River. What 
should you like for your problem next time? Some of Hudson's adventures 
after entering New York Bav, Let us make our outline of today's lesson. 

HENRY HUDSON. 
I. Voyage for London Merchants. 

a. Great sea captain. 

b. Friend of Captain John Smith. 

c. Sailed northwest to find route to India. 

d. Went nearer North Pole than any other. 
II. Voyage for Dutch East India Co. 

a. Boat — Half Moon — Crew 16-18 sailors. 

b. Left Amsterdam, Holland, 1609. 

c. Sailed northeast. 

d. Hardships. 

1. Fog and ice. 2. Refusal of sailors. 

e. Turned toward New World.* 

f. Sailed westward. 

g. Landings. 

1. Faroe Island. 2. Penobscot Bay. 3. Cape Cod. 
h. Reached Chesapeake Bay. 
i. Sailed up Atlantic coast, 
j. Entrance to a beautiful bay. 
k. Named river — Great River. 
Assignments: Locate Faroe Island, Penobscot Bay, Cape Cod, Ches- 
apeake Bay. Trace Hudson's voyage. Why was Hudson chosen by the 
East India Co.? Why did Hudson change his course? Tell how Hudson 
and his men spent their time at Penobscot Bay. 



104 LTvSSON PLANS IN FOURTH CRADK HISTORY. 

Lesson II. 

Pupiiv's Aim : To learn something of Hudson's experiences in New 
York Bay and Hudson River. 

. Mktiiod of ProcivDurK: Where did we leave Hudson? Entering a 
beautiful bay at the mouth of a great river. What did he call this river? 
It is now known as the Hudson River. Why so named? At first Hudson 
thought this broad river must be the long-sought road to India, because at 
high tide the water was salt many miles up the stream. What was he 
anxious to do? Sail up the stream to see if he could find India. Let us 
see the beauty of the sail. At first he drifted along, carried by the tide 
under the shadow of a great natural wall of rock. This wall, which is now 
called "The Palisades," is from 400 feet to 600 feet high, and extends for 
nearly 20 miles along the western shore of the river. Some distance 
farther up Hudson came to a place where the river winds its way through 
great forest-covered hills called "The Highlands." At the end of the fifth 
day he came to a point on the eastern bank above the Highlands, where 
the City of Pludson now stands. Locate Hudson. Here an old Indian 
chief invited him to go ashore. He accepted the invitation because he 
had found the Indians very friendly. These Indians liked Captain Hud- 
son ; they made a great feast of roast pigeons and a roast dog in his honor. 
They also brought him the skins of wild animals, which he gladly ex- 
changed for the knives, beads and hatchets he had. These Indians had 
never seen a white man before. They thought that Hudson, in his bright 
scarlet coat, trimmed with gold lace, had come down from the clouds to 
visit them. What puzzled them was that he had such a ])ale face instead 
of a red one like themselves. At the end of the feast Hudson rose to go, 
but the Indians begged him to stay all night. Then one of them got up, 
gathered all the arrows, broke them into pieces and threw them into the 
fire. Why did he do this? In order to show the captain that he need not 
be afraid to stay with them. But Hudson made up his mind that he must 
go on his voyage. He went back to his ship and kept up the river until he 
had reached a point about 150 miles from its mouth. Here Albany now 
stands. He found the water was getting shallow. What do you suppose 
Hudson did? Turned the Half Moon around and sailed down the stream. 
Why? He feared if he had gone farther up stream he would have gone 
aground. When he started uj) the stream what did he think he would 
find? China and India. Did he* still think it? No. Why not? The 
river did not lead to any great body of water or ocean. If it had the water 
would have grown deeper. On the way down stream a thievish Indian, 
who had come out in a canoe, managed to steal something from the ship. 
One of the crew chanced to see the Indian as he was slyly slipping off, 
and picking up a gun, he fired and killed him. What was the result? 
Fludson's men had several fights with the Indians. 

On his return he landed on Manhattan Island, at the mouth of the 
Hudson, where the Indians gave him a feast, breaking the arrows to show 
he need fear no treachery on their part. We are told Hudson ofifered the 
savages some rum to drink. They looked at it, smelled it, but passed it 
on without tasting it. Finallv the bottle came to one who was somewhat 



I<ESSON PLANS IN FOURTH GRADE HISTORY. 105 

bolder than the rest, or who feared to offend the white man. He drank 
a great deal of the liquor, but he had no sooner done so than he fell over 
senseless, and all of his companions thought he was dead. After a few 
hours the Indian awoke from his sleep, and said the Dutchman had the 
strongest water he had ever tasted. What would the others be anxious 
to do now ? They were anxious to try the fire water, too, and having 
drunk it once, took such a fancy to it that they were ready to give all they 
had in exchange for more. Early in October Hudson stt sail for Europe. 
What did he take with him? Furs. On his way he stopped at England 
v/here they made him a prisoner. Why? They said an Englishman 
ought to make discoveries only for the good of his country. But Hudson 
managed to send a description of his journey to Holland, and he then re- 
ported that he had visited "as beautiful a land as one could tread upon." 
Are you willing to leave him here in prison? What should be our prob- 
lems next time? 

What became of Hudson? or what did the Dutch do when they re- 
ceived Hudson's report? 
III. Trip up the Great River — Hudson. 

a. Beautiful views. 

1. Palisades. 2. Highlands — Hudson. 

b. Kind of water. 

1. Salty (Thought had found shorter route to India). 

2. Shallow. 

c. Feast given by Indians. Trading. 

iV. Trip down the Great River— Hudson, a. Meeting dishonest Indian. 

b. Result. 
V. Landing on Manhattan Island. 

a. Reception by Indians, b. First use of firewater by Indians. 
VI. Return to Europe. 

a. In October, b. Made prisoner in England, c. Report sent to 
Holland. 

1. Most beautiful land. 2. Great bargains in furs. 
Assignment : Locate Hudson and Albany. What are the interest- 
ing views of the Hudson? Select anyone of Hudson's three experiences 
with the Indians, and write about it. Was it right for Hudson to send a 
report of his trip to Holland? Defend your statement. 

Lesson III. 
Pupil's Aim : To find out what became of Captain Henry Hudson. 
Mr.TiioD OF ProcLdurE: Where did we leave Hudson? A prisoner 
in England. Why had the English imprisoned him? Because the King 
of England thought he should make discoveries for his own country. He 
was not kept a prisoner very long, because the following April he began a 
new voyage for England. Why? The English wanted the glories of the 
discoveries the famous sailor expected to make. For what purpose had 
he made the voyage for England before? To find route to India. He sailed 
farther north this time in his search for the passage to India, and entered 
the great bay which bears his name. What bay? Hudson Bay. Then 
winter came on, and from November to the following June the ship was 
locked in ice at the southern end of the bay. (Climate). 



106 I^KSSON PLANS IN FOURTH GRADE) HISTORY, 

As soon as the ice broke up the crew insisted upon going home. 
Why ? They had suffered so much because of the cold cHmate. Hudson 
would not do this, but decided to sa'il westward. What do you suppose 
the crew did? Mutined. What do you mean by that? Caused trouble. 
Three days after leaving winter quarters Hudson, with his son, John Hud- 
son, and seven sick men were set adrift in an open boat, and the ship 
started for England. The leaders of the mutiny were killed by the Indians 
before reaching the ocean. As soon as the ship reached England what do 
you suppose happened to the crew? They were thrown into prison, and 
a ship sent in search of the great sailor, but the search was unsuccessful, 
for nothing more was ever heard of Hudson or the unfortunate sailors. 

Let us think for awhile and see whether Hudson's voyages were of 
any value. How. many voyages did he make ? Three. For whom ? Two 
for England ; one for Holland. For what purpose ? To find a short 
route to India. Did he find it? No. Then what good did he do? He 
started the whale fishing industry in the North, and the Hudson Bay fur 
trade for the English. He brought the Dutch to Manhattan Island, and 
started them in the fur trade in New Netherlands. What should you 
like to find out in our new lesson? What the Dutch are doing? 

VII. Hudson's release from prison. Why? 
VIII. Hud:on's voyage from England. 

a. April, 1610. 

b. Sailed farther northward. 

c. Entered Hudson Bay. 

d. Hardships. 

1. Blocked in ice from November to June. 2. Men suffered. 

e. Crew mutined. 

f. Hudson and sick men set adrift. Hudson and sick men lost 

forever. 
IX. Rest of crew return to England. 

a. Leaders of mutiny killed by Indians, b. Boat reached Eng- 
land, c. Crew imprisoned, d. Search for Hudson and 
men unsuccessful. 
X. Effect of Hudson's voyage. 

a. Opened up whale fishing industry, b. Started up Hudson Bav 
Fur Company, c. Brought Dutch to Manhattan Island, d. 
Started Dutch in fur trading business. 
Assignment: Describe Hudson's last voyage. Tell what effect his 
voyages had upon the world. 

Lesson IV. 
Pupil's Aim : To find out what the Dutch did upon receiving Hud- 
son's report. 

Method of ProcEdurF : What was Hudson's report to the Dutch ? 
He had visited as beautiful a land as one could tread upon. He also had 
made great bargains in furs with the Indians. What do you suppose the 
Dutch did upon hearing these reports? The Dutch came over to America 
and claimed all the country about the Hudson, to which they gave the 
name "New Netherlands." Why? After the Netherlands or Holland in 
Europe. Why did they come? To trade in furs. What was necessary 



LESSON PLANS IN FOURTH GRADE HISTORY. 107 

for this fur-trading business? They planted trading posts in New Nether- 
lands, and bought the furs of the otter and beaver from the Indians. A 
log fort and a few log houses were built on Manhattan Island. Where? 
At the mouth of the Hudson River. Why? Easier to receive and ship 
supplies to Holland. Easier for Indians to bring skins in canoes. What 
do you suppose this settlement was called? New Amsterdam — 1614. At 
first few settlers came to New Amsterdam ; then the Dutch West India 
Company was formed. They made great efforts to settle the country. As 
years went on more and more people left Holland to build new homes in 
New Amsterdam — America. New Amsterdam was a very quaint town ; 
quite Dutch in appearance. Let us find out why it was so 
Dutch in appearance. There were many windmills perched upon the 
hilltops, whose whirring sails looked like the wings of great birds. The 
houses were quite odd. They were built of wood, with their gable ends 
set to the street. These gable ends were made of black and yellow bricks 
brought from Holland, and arranged like the top of a checker board. In 
each house were many doors and windows. The windows were small, 
sometimes containing only two panes of glass. The doors were divided 
into halves, an upper and a lower. In the upper half were set two bull's 
eyes of thick green glass. The doors opened with a latch, and were sup- 
plied with knockers of iron or brass. Before the houses were rows of 
poplar trees, and the dooryards were filled with beds of different kinds of 
flowers. Side by side with the flowers grew different vegetables — herbs 
for medicine and vegetables for kitchen use. At break of day every spring 
and summer the children were awakened by loud blasts of a horn. Whose 
korn was this? Yes, the cow herdsman's horn. He sounded it at each 
door as he passed down the streets. Soon the cows of the townspeople 
poured from the stables and wended their way to the green pastures. 

Let us look at the children. What do you suppose was the dress of 
these children? The little girl wore a waistcoat of calico and many skirts 
that stood out stiffly, and gave her quite an umbrella-like appearance. The 
outer skirt was striped with blue and yellow, and was jmrtly covered by 
a blue linen apron. Her stockings were blue, with a bit of red embroidery 
at the ankles, and her high-heeled shoes were decorated with bright silver 
buckles. The boys looked just as funny, with their yellow stockings, 
shoes with buckles, gay scarlet jackets and several pairs of trousers, one 
pair on over another. If the girls resembled umbrellas, the boys looked 
like human balloons. We have heard about what? Their homes and 
dress. What else should you like to hear about? Their school. 

In those days the school was only a bare and very unattractive 
room. The scholars sat on wooden benches, and were expected to be 
quiet and attentive. The teacher was a stern-faced man, who maintained 
strict order by the aid of a long birch rod. The children were taught to 
read, to spell, to cipher and to write with pens made of goose quills. The 
teacher also instructed them in church catechism. The morning session 
closed at eleven, and the children went home, but dinner had hardly 
ended before they were ready to go again for the afternoon session, which 
closed at four. School was kept on Saturdays as well as week days. 



108 i,e;sson plans in fourth grade; history. 

Although the children had to do their chores and spend the greater part 
of the day in school, they found plenty of time to play. The boys played 
"knuckle-bones," a game corresponding to our marbles; the girls spent 
many enjoyable hours with their dolls. The Dutch were a jolly people, 
who liked to see their children happy. All of the boys and girls in New 
Amsterdam were divided, according to their ages, into companies ; each 
company had a leader. Each year, on the birthday of their leader, the 
members of the company were invited to his home, which was a great 
event. The whole house was given up to the little folks, and they romped 
and played to their heart's content. They feasted to their satisfaction, 
too, upon chicken, turkey, shortcakes, crullers, jumbles, izer cookies and 
all sorts of other Dutch dainties. May Day, New Year's Day, Easter 
time. Saint Nicholas' Day were all very famous times in New Amsterdam. 
Although Sunday was not kept so strictly in New Amsterdam, the 
greater number of the people attended church regularly. At the sound of 
the drum on Sunday mornings whole families wended their way to church. 
If it were in winter time, the women and children carried little "foot 
stoves" in their hands, for the church was unheated, and often the serv- 
ices were conducted with the church doors wide open, even though the 
snow was falling. The children had to sit very still on the hard benches 
during the sermon, for they feared the sexton's rod or whip. The ruling 
men of the town and the governor sat upon cushions brought from the 
City Hall. The governor, Peter Stuyvesant, had a stern face, and was 
very gorgeously dressed in shining silver buckles and buttons, his flowered 
silk and velvet garments and his long, curling wig. But the most inter- 
esting thing to the children was his wooden leg, ornamented with band* 
of silver. 

Who was it opened up the way in America to the Dutch? Where 
did we leave him? Should you like to leave him there? What do you 
want to know at our next lesson? What became of Capt. Henry Hudson? 
XL Claim of the Dutch. 

a. All country about the Hudson, b. Name — New Nether- 
lands. 
XH. Settlement — New Amsterdam. 

a. At mouth of Hudson, b. Trading posts (fur), c. A log 
fort. d. A few huts. e. Dutch appearance. 

I. Houses. 2. Windmills. 3. Yards. 4. Children's 
dress. 5. School. 6. Church. 
XHI. Governor of New Netherlands — Peter Stuyvesant. 

a. Stern-faced, b. Fancily dressed, c. Wooden leg. d. Good 
ruler. 
What was the name of the Dutch settlement? Write a paragraph 
about New Amsterdam. Who was the first governor? Describe him. 
How were the Dutch schools different from ours? 

Lesson V. 

Pupil's Aiim : To find out what became of the little Dutch settlement. 

Method op ProcKdurk : Where did we leave the Dutch ? At New 

Amsterdam. Doing what? Trading fur with the Indians. Yes. almost 

all of the inhabitants were traders, who intended to go back to Holland 



i,e;sson plans in fourth grade history. 109 

just as soon as they had made some money in the fur trade. The West 
India Company, therefore, offered great inducements to the settlers to come 
and farm. Any man who within four years established a colony of fifty 
persons was to receive an immense tract of land. The owner of such a 
tract was called a patroon, and in a little while a number of patroons had 
settled along the Hudson River and on the Delaware. The Delaware set- 
tlements were short-lived. Why? The Indians drove the settlers away. 
But those on the Hudson thrived, and soon others were made on Long 
Island and the banks of the Connecticut River. 

Thus it came about that New Netherlands reached from the Dela- 
ware to the Connecticut River, and included most of Long, Island and of 
the valley of the Hudson River. After a time some of the officers of the 
Dutch West India Company, becoming disgusted, drew out and formed 
another company — the South Company. This company sent to Sweden 
for settlers. They sent a colony of Swedes, who founded a town on the 
Delaware called New Sweden. How did the Dutch feel about this? 
Alarmed. Why? They feared the Swedes would drive them out. The 
Swedes did attempt to drive out the Dutch, but fiery Governor Stuyvesant 
took a band of soldiers from New Amsterdam over to New Sweden and 
conquered the Swedes. He then took possession of New Sweden, and 
added it to New Netherlands. The Dutch now lived in peace and en- 
joyed happiness. Why did the Dutch East India Company give away tracts of 
land ? To encourage farming. What was the result ? By this time there 
were many farms in New Netherlands. The homes on these farms were 
just as quaint as in New Amsterdam. They were long, low, rambling 
buildings, full of quaint little windows, short, steep flights of stairs, cup- 
boards, closets and all sorts of rooms, big and little. In the cellars were 
bins stored full of apples, potatoes, turnips and other vegetables. Side by 
side with the bins were rows of vinegar and cider barrels ; hogsheads of 
corned beef and salted pork ; firkins of butter, lard and pigs' feet ; kegs of 
salted shad and mackerel. Swinging shelves supported jars of pickles 
and sweetmeats, with head cheese and sausages and cheese. The cellars 
were full of delicious odors, which the children sniffed with delight. What 
does all this tell us about the Dutch? Were good providers. 

The kitchen was a great place, too. The floor was scoured as white 
as soap and sand could make it. The long dresser glittered with rows of 
pewter dishes that shone like silver. The great logs in the huge fireplace 
blazed merrily, 'filling the whole room with a ruddy glow. The farmyard 
itself looked like fairyland. Let us see why? The great barn, the snowy 
ducks and geese, the hens and turkeys, the horses, pigs, cows and calves. 
Look away from the barn, what do you see? The wheat fields, orchards, 
cornfields and green meadows stretching to the silvery Hudson. The 
Dutch were very happy in New Netherlands. Why? Had plenty of 
everything. But this happiness was not to last. One bright, beautiful 
August morning, in 1664, the whole town of New Amsterdam was awak- 
ened by the booming of guns. The people sprang from their beds in 
terror, and soon the streets echoed with the cry, "The English ! The Eng- 
lish !'' Men rushed from house to house to notify the people that four 



110 LESSON PLANS IN FOURTH GRADE HISTORY. 

English war vessels were in the bay below the town. At that time Eng- 
land and Holland were at war, so England sent ships over here to try to 
take the "New Netherlands" away from the Dutch. 

Governor Stuyvesant was away at the time. What do you suppose 
he did? Hurried back to save New Amsterdam from the enemy. He 
said, "I would rather be carried away dead than give up the fort." But 
nobody would help him to fight. Why? They saw how useless it would 
be to try to fight against the English, who were so well armed. They pre- 
ferred to surrender to their enemies rather than to sacrifice their lives and 
property. What was the first thing the English did? Hauled Dutch flag 
down and raised English flag in its place. This happened in September. 
Then the name of the place was changed by the King of England from 
New Amsterdam to New York in honor of his brother, the Duke of York. 
In what year did New Amsterdam become New York? 1664. How 
many years after its settlement? Fifty years. What else changed besides 
the name? The customs of the people. Why? Because English people 
now came over to New York. The English language was taught in the 
schools, and everything that was Dutch was changed to English in a short 
time. , 

XIV. Chief business of the Dutch, 
a. Fur trading business. 
XV. Farming industry. 

a. Inducement given. 

1. A large tract of land given to patroons. 2. Patroons 
(formed colonies of fifty persons in four years). 
XVI. Growth of New Netherlands. 

a. Country from Delaware River to Connecticut River; Long 
Island and Valley of Hudson, b. Many farms. 
XVII. South Company forming a new colony. 

a. New Sweden, b. Their attack upon Dutch, c. Defeat of 
Swedes. 
Xyill. Governor Stuyvesant's new land. 

a. Possession of New Sweden. 
XIX. England's attack upon Dutch. 

a. In 1664. b. English victorious. Why? c. Dutch unpre- 
pared ? d. Change of name, customs. 
Assignment: How did the Dutch encourage the settlers to engage 
in farming? Why did they wish the people to farm? Compare the Dutch 
farms with the English plantations. Tell about the settlements of New 
Sw;eden. Describe the attack upon the Dutch. 

References: Child Life in New Amsterdam. Classic No. 64. 
Dansville, N. Y. History Reader. Bk. I. Mace. Pioneers on Land and 
Sea — McMurray. Stories of Thirteen Colonies — Guerber. Primary His- 
tory of United States — McMaster. Primary History of United States — 
Morris. Builders of Our Country — ^Southworth. First Course in Ameri- 
can Historv, Bk. I — Hodgdon. 



LESSON PLANS IN FOURTH GRADE HISTORY. Ill 

MASSACHUSETTS: CAPTAIN AlILES STANDISH 

Mode of Attack: Who settled Virginia? Why did they leave Eng- 
land? In England the king wished to make all of the people attend the 
Church of England, which was the Episcopal Church. The services in this 
church were very elaborate, the vestments very costly, and there were some 
people who wished for a more simple form of worship. They went to 
the king, James I, and asked for this simple form of worship. The king 
refused. What should you like to find out? What these people did when 
James I refused this simple form of religion. 

PuPiE^s Aim : To find out what these people did when their request 
for a simple form of religion was refused. 

Method of Procedure : Since they were poor people, they could not 
assert their rights, so they held services in private homes, but when the 
king's officers found this out the king made a law forcing everybody to 
attend his church, and no other. These people, however, instead of giving 
up their religion, became more cautious, and held services privately or 
secretly. They often journeyed from place to place to hold their services, 
so they came to be called "Pilgrims, or Wanderers." Still, in spite of this, 
the king's officers often found them, arid what do you think they did? Im- 
prisoned them, imposed heavy fines upon them, and sometimes they were 
led to the gallows. What was the only thing left for them to do? Leave 
England. They decided to go to Holland, where religious freedom was 
granted to all. Would the king be willing for them to go? No. What 
would he do? Set his officers to watch them. They found a ship to carry 
them to Holland, but after promising to take them the captain laid a trap 
for them ; for no sooner were they on board than the king's officers sprang 
up, seized their goods, rudely searched the men and women for money, and 
hurried the leaders off to jail. What effect would this have had upon you? 
Made you more determined to leave England. Just as soon as they were 
set free they tried again, and soon found a Dutch captain to take the com- 
pany to Holland. Had the king's officers stopped watching? No. Only 
a small boat load of men had reached the ship when the king's officers 
rushed to the shore. What would the Dutch captain be apt to do? Sail 
away. Why? Afraid of the king's officers. What happened to the people 
on shore? They were left behind, and found shelter in the homes of the 
poor nearby. The Dutch boat reached Amsterdam, the great city of Hol- 
land, where the men made ready for those left behind, who came later. 
Here they found a home where they might worship God as they felt was 
right. They also found a company of people who, like themselves, had 
fled from religious persecution. Would they be satisfied here? Yes, but 
they found later on that they must leave this peaceful place. What would 
be our problem next time? Why the Pilgrims were compelled to leave 
Holland? 

MASSACHUSETTS— CAPTAIN MILES STANDISH. 

I Settled by English, 1620. 

1. Unrest in England due to religious persecution. 

1- King's attempt to force people to attend Episcopal 
Church. 



112 i.e:sson plans in fourth grade history. 

2- Desire for a more simple form of worship. 

3- Desire refused by king. 
II. Seeking a home, 1608. 

1. Leaving England for Holland. 
1- Services held secretly. 
2^ King's officers watchful. 
32 First attempt to leave England. 

P Treachery of captain of vessel. 
2^ Imprisonment of Pilgrims. 

4- Second attempt to leave England. 

P One boat load of men on board. 

2^ Arrival of king's officers. 

3^ Departure of Dutch vessel. Families separated. 

Assignment: Why were these people called Pilgrims? Why did 
they not wish to attend the king's church? How many attempts to leave 
England did they make? Tell about one of these attempts. Imagine your- 
self a Pilgrim boy, and write what you did after your father sailed away 
on the Dutch ship. Write about the meeting later on. 

Lesson XL 

Pupil's Aim : Why the Pilgrims were compelled to leave Holland. 

Method of Procedure : Why had the people enjoyed their stay in 
Holland? If you lived among Dutch people for a long time, what would 
happen? Learn Dutch customs, language. What would be the only way 
to overcome this? Leave Holland. Where was the only place for them 
to go? To America. Some Dutch merchants wanted to carry them to a 
little Dutch trading post at the mouth of the Hudson River, but they wished 
to still live under the English flag. How might they secure a place to make 
a settlement in America? Why would not the king be willing to give them 
a charter or grant? He, however, promised not to harm them if they be- 
haved well. 

They had been in Holland twelve years, and there were one thousand 
now there. They were too poor to hire ships to carry them to America. 
Some English merchants promised them two ships if they would agree to 
turn over to the merchants about all they earned in America until the debt 
was paid. 

These were indeed hard times, but the hearts of the Pilgrims were 
brave, and so they agreed. Only one boat came to Holland. Could one 
thousand go on one boat? Who then would be chosen to go? The young 
and strong. Why? Because of the hardships they must endure in the 
new country. The older people bade them an affectionate farewell, and 
they sailed away to England on the Speedwell, where they were met by 
another vessel, the Mayflower. They started ofif for America, but the 
Speedwell was old and leaky, so one hundred and two got on board the 
Mayflower, and the Speedwell went back. What should each company 
have? A leader. What kind of a man should a leader be? Brave, strong 
and able to fight. Was it necessary for him to be a Pilgrim? No. Miles 
Standish, a brave, true-hearted English soldier, was chosen leader. He 
has often been called "One of the fathers of Massachusetts." He was 
fond of fighting and of adventure. He came to America for no other 



IvESSON PLANS IN FOURTH GRADE HISTORY. 113 

reason than to help the Pilgrims in their task of making a new home in the 
forest wilds. He came as their friend and helper, and was chosen their 
leader when they started off on their voyage. What ocean must they cross? 
What might tViey encounter? Storms. The frail vessel was so tossed by 
the wind and waves that the poor people had to remain below deck most of 
the time. What did they wish to see? Land. They sighted land near 
the coast of Massachusetts. They sailed along the coast looking for a 
place to land. Whom do you suppose choose the place for them to land? 
Miles Standish. He chose Provincetown. Before they landed he called a 
meeting on board the Mayflower. What for? To make rules or laws. 
Yes, they elected John Carver governor of Massachusetts, and drew up a 
written agreement, which made them promise to abide by whatever laws 
it was found necessary to make. What shall our problem be for next time? 
To learn something of the colony they established. 

3. Leaving Holland for England. 

P Length of stay in Holland (12 years). 

22 Colony (1,000). 

3- Old people left behind. 

42 Younger and stronger members selected to go. 

52 Voyage to England on Speedwell. 

4. Leaving England for America. 

1- Joined by friends on Mayflower. 

2- Speedwell abandoned. 

3- Voyage — storms ; very rough. 

4- Arrival at Provincetown or Plymouth. 

5. Miles Standish chosen leader. 

1^ A brave soldier; not a Pilgrim. 

22 Written agreement drawn up«on shipboard. 

32 John Carver elected governor. 

Assignments: Why did the Pilgrims leave Holland? Why could 
they not all go? Write the story of the choosing of Miles Standish. Tell 
something of the voyage to America. 

Lesson III. 

PupiE''s Aim : To learn something of the colony the Pilgrims estab- 
lished. 

Method of Procedure: Who was the leader of the Pilgrims? 
Where did they wish them to land? At Provincetown. John Smith had 
been here, and called this place Plymouth. They decided to keep the name. 
Since there were no houses here, where would they live? On the May- 
flower.- They landed on December 21, 1620, and lived for a month on the 
Mayflower. What were the men doing? Cutting logs to build a house. 
They built only one large log house, in which they could all live until they 
were able to build separate homes for each family. A platform was put 
up, and on it was placed the cannon which the colonists had brought with 
them. Why this precaution? Indians. The colonists had brought guns, 
powder and bullets for each man, and cannon for common protection. 

These people had lived in a land where the climate was very mild. 
The climate here was very severe. What would be the result? A great 
many of the people were taken sick; many died, and food became scarce. 



114 LESSON PLANS IN FOURTH GRADE HISTORY. 

Where had the food come from? Brought from England. Many became 
sick, and the large house was turned into a hospital. 

During this winter Miles Standish cared for the sick with all the gen- 
tleness of a woman. Only six of the people were able to help him do this. 
John Carver died before the winter was over. When spring came only 
fifty men were left of the one hundred and two who had sailed from Eng- 
land. In order that the Indians might not know to what small numbers 
the Pilgrims had been reduced the settlers buried their dead at night, and 
leveled the graves so that they might not be noticed. 

Yet, despite the hard winter, when the Mayflower returned to England 
in the spring not one person cared to go back. Liberty, with all its hard- 
ships, was sweeter than life in their old home. 

After the Mayflower sailed away brave Miles Standish cheered Ins 
little army, and helped them to get ready to meet any danger. He built a 
fort and mounted the cannon brought over in the Mayflower. 

But the Indians were not so bad after all, for one day a fine-looking 
Indian came walking into the village and called "Welcome ! Welcome !" 
in English. His name was Samoset, and he had learned a little English 
from some fishermen on the coast. He stayed over night, and left in the 
morning. 

Shortly afterward Samoset returned with another Indian, whose nan.e 
was Squanto. Years before Squanto had been stolen by some Englishmen 
and carried to England, where he learned to speak English. They gave the 
news that Massasoit, the great Indian chief of the tribe Wampanoags, was 
coming to visit them. 

In an hour's time Massasoit came with sixty followers. Pilgrims re- 
ceived him with all the possible show. They marched to meet him, carrying 
all their guns, beating all the drums they could muster. The chief seemed 
much pleased, and a peace compact was drawn up. This pledge was kept 
for over fifty years, as long as Massasoit lived. 

Squanto afterwards came to live with the Pilgrims. He proved a 
valuable friend to them. Why? How? He taught the English the way 
to plant corn, peas and barley, and acted as interpreter between them and 
the neighboring tribes in their fur trading. 

When spring came the Pilgrims grew more hopeful, and they had 
twenty acres of corn and six acres of peas and barley, and this promised a 
splendid harvest. With the autumn the promise was fulfilled. When they 
had gathered their first harvest the Pilgrims found themselves supplied 
with grain for the coming winter. Unlike many people, they did not for- 
get who the Giver of all this bounty was. 

They set aside one day for a thanksgiving for the harvest; and then, 
thinking the best way to show their gratitude was to give pleasure to others. 
They invited Massasoit and sixty of his Indians to join them in a celebra- 
tion. Massasoit brought five deer for the feast. The Pilgrims themselves 
had sent men out to shoot wild turkey. For three days these friendly 
neighbors passed the time in feasting and in outdoor games. 

From this happy beginning has grown our national custom of observ- 
ing a Thanksgiving day in the fall of each year. What should you like to 
learn next time? If all the Indians were friendly. 



IvESSON PLANS IN FOURTH GRADli HISTORY. 115 

6. The colony. 

1- Life on the Mayflower for one month. 

2- Landing at Plymouth. 
32 The first winter. 

P One log hut built. 

2^ Protection against Indians provided for. 

3^ Suffering of colonists. 

l'^ Sickness and death. 
2^ Aid of Standish. 
3"* Departure of Mayflower. 
4^ Friendly Indians. 

!■* Squanto, Samoset and Massasoit. 
2^ Treaty of peace drawn up. 
3^ Aid given colonists. 
4- First Thanksgiving. 

P Gratitude of Pilgrims. 
2^ Desire to make others happy. 
3^"* Indians invited to the feast. 
1^ Five deer brought. 
2^ Three days spent in games. 
3^ Beginning of our own Thanksgiving. 
Assignments: Write about the first winter at Plymouth. Tell about 
the visits of the Indians. Tell about the first Thanksgiving. 

Lesson IV. 
Problem iv: To learn if all the Indians were friendly to the Pilgrims. 
Method of Procedure: How had Squanto helped the Pilgrims? 
With what Indian chief had they made a treaty of peace? How long was 
this treaty kept? How would the enemies of Massasoit's tribe feel toward 
the Pilgrims who were friends of Massasoit? Hate them. Wish to do 
them harm. About twenty miles from Plymouth there dwelt a tribe of 
Indians that hated Massasoit. These were the Narragansetts, and their 
chief was Canonicus. "Why should I let these palefaces, the friends of my 
enemies, live in peace?" thought Canonicus. So he sent a bundle of arrows 
wrapped in a snake's skin to Miles Standish. What would he mean by 
this? A sign of war. 

What kind of a man did we say Standish was? Very brave, strong 
and was not afraid to fight when necessary. Would these arrows frighten 
Standish? No. He kept the arrows, but sent the snakeskin back filled 
with powder and shot. What would this mean? That the English were 
ready to fight. Canonicus had heard of the wonderful guns of the white 
men, and he had no desire to get in their w-ay, so he gave up the idea of at- 
tacking the white people. 

Shortly after this Massasoit was taken sick, and Winslow, one of the 
Pilgrims, went to see him. He found him very thin and weak. Massasoit 
thought he was going to die, but Winslow cured him, and he got well. How 
would this make Massasoit feel? Very friendly toward the Pilgrims. He 
said : "Now I see the English are my friends and love me ; while I live I 
will never forget their kindness." 



116 I.r:SSON PLANS IN FOURTH GRADE) HISTORY. 

The Narragansetts were not the only enemies of the Pilgrims. There 
was another tribe, the Massachuseuks, who plotted to kill all the Enghsh 
in Plymouth. Fortunately, Massasoit learned of this plot. What would 
he do? Warn the Pilgrims. Why? 

Miles Standish, upon hearing the news, decided to hunt up his ene- 
mies before they attacked his people. Taking a company of men with him, 
he marched to meet Pecksuot's tribe. When Pecksuot saw that the white 
captain was a small man, he grew very insolent, and said that Standish was 
a boy, and that his place was at home helping the women, and not fighting 
the Indians. What effect would this have upon Standish? Standish 
quickly decided that, if there had to be bloodshed, the sooner it was over 
the better, and killed Pecksuot and many others. This ended the trouble 
with the Indians for a long time. 

What would trouble with the Indians keep the colony from doing? 
Prospering. Now that this trouble was over, what could the colonists do? 
Try to improve the colony. What should be our problem for next time? 
To learn of the growth of the colony. 
7. Trouble with Indians. 

\- With the Narragansetts. 

P Arrows sent by Canonicus. 
2^ Powder and shot sent by Standish. 
1-* The result of this reply. 
2^ With the Massachuseuks. 

l^ Warning given by Massasoit. Why? 
2^ Standish's march to meet Pecksuot. 
3^ Pecksuot's boast. 
4^ The Little Captain's anger. 
1^ Pecksuot shot. 
Assignments: Why did Canonicus decide to attack the Pilgrims? 
Tell how Standish replied to Canonicus' declaration of war. Why would 
Massasoit be willing to warn the Pilgrims? 

Lesson V. 
Problem v : To learn of the growth of the colony. 
Method of Procedure : When the first boat load of Pilgrims left 
Holland who were chosen to come? The strong and brave. Why did not 
all of the Pilgrims in Holland come to America when the first boat sailed? 
There was not room for all. What would the others do at their earliest 
opportunity? Follow the first boat load to America. Other Pilgrims from 
Holland soon joined the first Plymouth settlement. What effect would 
this have upon the colony? Make it larger and stronger. How many 
houses were built at first? One large one. With the coming of the Pil- 
grims what would they need? More homes. They now built a separate 
home for each family. What would these homes form? A village. 

Of what were they built? Of logs plastered with mud. The chimneys 
and fireplaces were of rough stone ; oiled paper was used for window panes. 
Instead of dividing the house into dining-room, kitchen and parlor the Pil- 
grims had one big room. The cooking was done over the fire under the big 
chimney. They had scarcely any furniture. Instead of comfortable chairs 



I.ESSON PLANS IN FOURTH GRADE HISTORY. 117 

and beds they had blocks of wood covered with furs, and chests which they 
brought with them. 

After the homes were built what would they build next? A church 
and a schoolhouse. The church was simple and crude like their homes, 
but every Sunday morning the people were called to worship by the beating 
of the drum, and they marched to church with their guns over their shoul- 
ders. As they tiled into the building they left their muskets with the sen- 
tinel, who had to stand guard watching for Indians. On Sunday the chil- 
dren had to walk together quietly to church, and to sit perfectly still 
through the reading of a sermon, which was sure to last one hour. 

During the week the children had to go to school. The schoolhouse 
was built of clumsy logs, with a roof of dried grass and seaweeds. Inside 
the walls were bare. There were no pictures or maps to help the children 
understand their lessons. The teachers were very strict, and thought it 
very wrong for children ever to waste time in play. 

The energetic Captain Standish did his full share of work of every 
kind, and after a time he went back to England to borrow money to help 
the colonists. When he returned he did everything to aid their cause 
He died after living a Ibng and useful life. A granite monument has been 
erected near the Plymouth Colony in his memory. 

Not long after Standish's death Massasoit walked into the Pilgrims' 
settlement with his two sons, Wamsutta and Metacomet. He asked his 
paleface friends to give the lads English names. Thereafter these two 
young Indians were known as Alexander and Philip. When Massasoit died 
Alexander became chief of the Wampanoags. The Plymouth settlers did 
not trust him as they had trusted his father, and at length they suspected 
that he was plotting to destroy them, so they had him come to Plymouth, but 
were unable to prove the charges against him, so they released him. On 
the way home Alexander suddenly fell ill, and soon after he reached home 
he died. His young wife, who was thought a great deal of by her tribe, 
told them that she felt sure that the white people had poisoned her husband 
in order to get rid of him. This was not true, but the Indians believed ir. 
Who would now become chief of the Wampanoags? Philip. How would 
he feel toward the white people? Very revengeful. What influence would 
he have upon the tribe? Stir them up into anger against the whites. What 
would they be apt to do? Declare war. What should be our problem for 
next time. To learn about the war between Philip's tribe and the Pilgrims. 

6. Growth of colony. 

1- Arrival of Pilgrims from Holland. 

2- Need of more homes. 

P Log cabins — one room. 

1^ Chimneys and fireplaces of rough stone. 
2^ Windows of oiled paper. 

3- Schools. 

P Log hut — dried grass roof. 
2^ Teacher very strict. 

4- Church. 

2^' Sentinel on guard. 
1^ Los: hut on hill. 



Il8 LESSON pr.ANS IN FOURTH GRADlv HISTOKV. 

3'^ Long services — quiet children. 
5- Service of Standish. 

P Did his share of every kind of work. 
2^ Trip to England to borrow money. 
3^ Return to America — Death. 
4^'' Monument erected in his honor. 
7. Relations with Indians. 

1- Massasoit's trip to colony. 

P Two sons named by white people. 

2- Death of Massasoit. 

3- Alexander, chief of Wampanoags. 

P Alexander's death. 

4- Anger of Philip. 

Assignments: State in how many ways Standish was useful to the 
Pilgrims. Compare Pilgrim settlement with the Virginia settlement. Write 
a paragraph entitled "Anger of Philip." 

Lesson VI. 

Probi.Em VI. To learn about the war between Philip and the Pilgrims. 

Method of Procedure : Since Philip was at the head of the tribe of 
Indians, the war was called King Philip's War. Let us give the causes of 
the war. First Alexander's death ; second, Indians saw that the whites were 
growing in numbers every year, while they were becoming weaker; third, 
the Indians thought the white people were trying to convert the mem- 
bers of the tribe so that the Indians would join the whites. These were 
known as "Praying Indians." One of them who knew Philip very well 
told the white people that Philip's warriors were grinding their axes sharp 
for war. Soon afterward this "Praying Indian" was found murdered. The 
white people accused three of Philip's men of having killed him. They 
were tried, found guilty and hanged. What efifect would this have upon 
King Philip? Make him more angry. 

The war began in earnest in 1675. As some of the white settlers were 
coming home from church they were attacked by the Indians lying in am- 
bush. One of the white men was killed, and another was badly hurt. The 
shots were fired by Indians. They were not cowards, but they did not come 
out and fight boldly, but would fire from behind trees and rocks. Fre- 
quently villages were attacked, and women and children were taken pris- 
oners and often killed, then the houses set on fire. 

When winter came King Philip gathered his warriors together and 
joined the Narragansetts, that they might camp together during the winter. 
Why the Narragansetts? Why not fight during the winter? The leafless 
trees did not provide a good screen, so these two tribes chose a piece of 
rising ground in the middle of a great swamp, and here they fortified them- 
selves. Around their camp they built a thick wall of logs. Inside the wall 
they set up their wigwams, and then nearly three thousand Indians settled 
down for the winter in what they thought was perfect safety. What action 
would the white men take? Strike the Indians a blow. The difl^erent set- 
tlements sen*- men, until a goodly army was ready to march against the In- 
dian encampment. On December 19 they reached Cedar Swamp. There 
was only one entrance, and but one way to reach the entrance. This was 



i.e:sson plans in fourth grade history. 119 

by crossing a brook on a fallen tree. This was very dangerous, but still they 
did not hesitate. The soldiers soon rushed toward the log, and gained en- 
trance into the fort. A terrible fi^ht took place, and lasted all day. At 
sunset it began to snow, and Philip, the chief, and many warriors fled into 
the forest. In this battle over a thousand Indians perished, and the power 
of the mighty Narragansetts was completely broken. 

How would this attack influence King Philip? Make him hate the 
palefaces more than ever. He renewed the attack more relentlessly than 
ever and the war went on all through the next summer. 

At last King Philip's wife and son were taken prisoners. This was a 
hard blow for the poor chief. "Now my heart breaks," he said, "and 1 
am ready to die." Would he be willing to make peace? No, when one of 
his men suggested peace to him he struck him dead. A brother of this man 
stood by. How would he feel toward King Philip? Hate him. Desire to 
be revenged. 

At the first opportunity he slipped away and going to the English told 
them that they would find King Philip at his old home. What would the 
English do ? Go in search of him. Yes, one day in August suddenly hearing 
footsteps, Philip sprang to his feet and dashed to the woods. As he was 
fleeting past his betrayer, he received the shot of the angry Indian. This 
ended the war and destroyed the great tribe of the Wampanoag Indians. 
IV. King Philip's War. 

1. Causes. 

P Alexander's death. 

2- Growing strength of colonists. 

3^ Indians loss of land. 

4- Philip's growing hatred. 

2. War declared in 1675. 

1- Praying Indians trying to avert trouble. Killed by tribe. 

2- Manner of fighting. 

1'"^ In ambush. 

2^ At night — attack women and children. 

3- Indian camp built in winter. 

1'" Could not fight luider leafless trees. 

2^ Union of Narragansetts and Wampanoags. 

4- Indian camp attacked. 

P Gathering of army. 

2^' Fight at camp. 

33 Flight of King Philip. 

5- Renewal of war. 

l-"^ Philip's wife and son captured. 
62 King Philip's death. 

1-3 Betrayed by angry Indian. 
2^ Close of war. End of tribe. 
Assignments: State the cause of the death of the Praying Indian. 
Why did the attack on the Indian encampment result so fatallly to King 
Philip's tribe? Why was Philip betrayed by an Indian? What was the 
result of King Philip's war? 



120 , LESSON PLANS IN FOURTH GRADE HISTORY. 

MARYLAND: GEORGE CALVERT. 

Introduction: Why did the Pilgrims leave England? Who was 
King of England at this time? James L Why did he wish to make every- 
one attend his church? Make it a strong church and help to pay its debts. 
What church was this? Episcopal Church. Now, there was another com- 
pany of people in England, the Catholics, whom the king tried to make 
attend his church. Would they be willing to pay the debts of the Episcopal 
Church? No. What would the king do? Prosecute them. What would 
be the only thing for them to do? Leave England. There was a promi- 
nent Catholic in England, George Calvert (Lord Baltimore), who wished 
to help them. Would you like to know how he did this? 

Problem i. To learn how Lord Baltimore helped the Catholics who 
were persecuted in England. 

Method of Procedure: If Lord Baltimore wished to help these peo- 
ple what must he do? Take them to the New World. What would be 
the only way in which he could do this? Appeal to the king. What must 
he ask for? A grant of land. King James gave him a grant of land in 
Newfoundland. Find on map. In what direction from us? In nearly 
the same latitude as England. He sent his colonists there (1623), and they 
suffered from intense cold and starvation. Lord Baltimore (1627) came 
to Newfoundland with his family, expecting to make a home for himself 
in a paradise. He found a land where the hard winters lasted from Octo- 
ber to May, both land and sea being frozen, and proper food out of the 
question. He wrote to the king, asking permission to take his colony to 
Virginia, but before the answer came he started. In 1629, October, he 
reached Virginia. How did he know anything about Virginia? Who set- 
tled Virginia? Now, the fathers of these rich merchants were friends of 
the king. What church would they establish? Episcopal Church. How 
would they be apt to treat these colonists? Very coolly. What was the 
only thing left for them to do? Sail back to England. What did he do 
the short time he was in Virginia? Look about for some land not inhab- 
ited by white men. What would he do when he reached England? Ask 
the king for that land. The king gave it to him, but before the seal was 
placed upon the grant George Calvert died. To whom would his estate 
go? To his son. Cecilius Calvert took charge of his father's affairs. He 
also wished to help the Catholics. What should you like to learn next 
time ? 

Problem : How Cecilius Calvert helped the Catholics. 

MARYLAND. 
I. Lords Baltimore — The Calverts. 

1. Conditions in England. 

1- King James on throne. 
2^ Catholics persecuted. 

3- George Calvert's desire to help them. 

4- Appeal to king for grant of land. 

2. Experiences in Newfoundland (1623). 

1^ Grant given by King Charles I. Colony sent over. 



I<r;S.SON PLANS IN FOURTH GRADE HISTORY. 121 

2- Climate too cold. 

3- Much suffering — Many deaths. 

4- Arrival of George Calvert and family (1627). 

P Letter to king. 

5- Decision to le^ve Newfoundland. 

3. Experiences in Virginia. 

1- Sailed to Virginia from Newfoundland. 

2~ Treated unkindly. Looked upon with suspicion. 

3- No Catholics wanted there. Virginians belonged to Episco- 

pal Church. 

4- Land in Virginia not occupied by white people seen by 

George Calvert. 

4. Return to England. 

\- Asked king for this land. 

2- Grant given. 

3- Calvert's death before seal was afifixed. 

4- Succeeded by son — Cecilius. 

Assignment: Why did the Catholics desire to leave England? Tell 
of their experiences in Newfoundland. Tell of their experiences in Vir- 
ginia. Trace route from England to Virginia. Why was Cecilius Calvert 
anxious to heh:) the Catholics? 

Lesson II. 

Introduction: What is our problem today? 

Problem ii. To find out how Cecilius Calvert helped the Catholics. 

Method oe Procedure : How was it Cecilius Calvert had charge of 
his father's affairs? What had the king given George Calvert? Grant of 
land in America. Why were these people anxious to leave England? To 
escape persecution. Could Cecilius Calvert leave England right after his 
father's death? What then could he do to help the Catholics? Get some- 
one to come in his place. Get the king to place the seal on grant. 

That is just what he did. He sent to the new king, Charles L and asked 
for the grant. He secured it, promising to pay the king two Indian arrows 
every year, and to send one-fifth of all the gold and silver he found. Hav- 
ing done this, he sent his brother, Leonard, in November, 1633, with the 
colony. They came in two ships, the Ark and the Dove, with twenty gen- 
tlemen, three hundred men as laborers, and two priests. 

What ocean must they cross? What dangers must they encounter? 
Storms. When they had been out only a few days a terrific storm arose, 
and the Dove was disabled. The Ark, even though it saw her signals of 
distress (two lights on the masthead), could give her no aid because of the 
rough sea, and did not hear from her for six weeks afterward. The Ark 
encountered storm after storm, but finally reached the Canary Islands ; 
then sailed westward. The Dove overtook her at West Indies. They 
sailed on and on until they came to Chesapeake Bay. They rested at Point 
Comfort for a few days ; then sailed up the Potomac River to a little island 
called St. Clement's Island, where they landed March 25, 1634. This 
island they found too small for a permanent settlement, so what do you 



1.22 I^ESSON PLANS IN FOURTH GRADE HISTORY. 

think they did? Searched for a larger island. Should you like to hear 
about their adventures during their search? Let us make our outline for 
today's lesson. 

5. Aid given by Cecilius Calvert. 

1- Could not leave England at this time. 
2~ Secured father's grant from king. 

3- Promised king (two arrows, one-fifth gold and silver each 

year). 

4- Sent brother, Leonard, with company. 

6. V'oyage. 

1- Secured two vessels — Ark and Dove. 

2- Sent three hundred laborers, two priests and twenty gentle- 

men. 
32 Encountered many storms. 

P Dove disabled. Returned to England. 

4- Ark reached Canaries (Islands). 

5- Sailed westward for New World. 

6- Overtaken by Dove at West Indies. 
72 Rested at Old Point Comfort. 

8- Sailed up Potomac River. 

9- Landed at St. Clement's Island, now Blackiston's Island. 

Too small. 
10- Decided to search for new settlement. 

Assignment: Imagine you were on the Dove. Tell of your expe- 
riences. Tell about the little island. Trace the voyage. 

Lesson III. 

Problem hi. To learn of the colonists' adventures during the search 
for a larger place. 

Method of Procedure : Why were the colonists compelled to move ? 
Where did they live while on the little island? Yes, some of the women 
left the larger boat in a little boat to do some washing, and in leaning over 
the side of the boat upset the boat and came nearly being drowned. How 
would they go to hunt their new home? In a boat. Yes, they sailed into 
St. Mary's River until they reached an Indian settlement. The Indians 
were greatly astonished at the size of the ship. They thought it was made 
like their canoes, and was simply the trunk of a tree hollowed out. They 
wondered where the English could have gotten a tree large enough to make 
such a large boat. The Indians treated the white people very kindly. They 
gave Father White their largest wigwam for a church. This was the firsr 
English Catholic Church in America. Leonard Calvert bought this land from 
the Indians — the Piscataway tribe, paying for it. How do you suppose thcA' 
paid for it? 

With hatchets, hoes, knives, cloth, axes. This was fair payment for it, for 
the Indians had only to go a little distance to get all the land they wanted, 
while the steel axes and knives they received were so much better than 
those they made of stone. The Indians considered themselves very rich in- 
deed. 



I^ESSON PLANS IN FOURTH GRADE; HISTORY. 123 

Buying this land showed that the colonists wished to treat the Indians 
how?- Fairly. Yes, Leonard Calvert paid them for the land, and also for 
the food; nor would he allow the natives to be ill-treated by the settlers. 
What was the efTect of this treatment? Indians were always friendly, and 
here were no bloody wars in Maryland between the Indians and the white 
men such as were fought in some of the colonies. 

The colonists were taught many things by the Indians. What might 
they have taught them ? To hunt in the forest and to find the places where 
the best fish might be caught. What might the Indian women have taught 
the white women? To make hominy, and to bake johnny cake before an 
open fire. Now that this settlement was fairly started, they decided to 
name .it. They named it Maryland in honor of the queen, and called the 
river and the town St. Mary's, because they landed on a day sacred to the 
Virgin Mary. This was an humble little village. What kind of homes 
were here? Yes, about thirty or forty log huts and wigwams in the woods. 
Should you like to learn more about this humble village and the relations 
between the Indians and the white people? 

7. Search for a new location. 

12 Sailed up St. Mary's River. 
2- Reached an Indian Settlement. 

8. Land secured for settlement. 

1- Bought land from Indians. 

l-"' Paid for it with hatchets, knives, hoes. 

2- Treated Indians very kindly. 

l-"^ Paid for food as well as for land. 

3- Indians treated white people kindly. 

1~ Gave Father White a large wigwam for Church. 

2- Taught men to hunt and fish. 

3- Taught women to make hominy and to bake 

Johnny cake. 

9. Name selected for settlement. 

1- Plumble little settlement of wig^vams and huts. 

2- Named Maryland in honor of the queen. 

3^ Named St. Mary's in honor of the Virgin Mary. 

Assignment: Would you call Leonard Calvert a good leader? Why? 
Tell how they secured the land from the Indians. 

If you were an Indian would you be satisfied with the payment you 
received for the land? Why? 

Lesson IV. 

Problem IV. To learn something more about this humble little vil- 
lage, and the relations of the Indians to the white people. 

Method of Procedure: Where did they secure this village? Bar- 
gain made under a mulberry tree. Why was it named St. Mary's? Of 
what did it consist? Forty log huts and wigwams. Would you like to, 
know about these huts? They were oblong huts but little higher than a 



124 LESSON PLANS IN FOURTH GRADE HISTORY. 

man. The only opening besides the door was a hole in the roof, through 
which the smoke of the fire passed out. The chief's home was larger and 
more comfortable, and contained beds made of skins stretched on sticks. 
When John Smith and his men started out to hunt for something to eat 
for the Jamestown colonists and surprised the colonists, what did they find 
they had prepared for the meal? Oysters. This was the first time the 
white men had ever seen or tasted oysters. These Indians in Maryland 
liked oysters as well as those in Virginia; they had eaten such quantities 
of them that the shells which they had thrown into a heap had formed 
mounds. These became covered with earth and seeds, which sprouted 
after falling into the soil had covered the mound with grass and shrubs and 
trees. These overgrown hillocks of oyster shells are called "kitchen 
middens." 

For what purpose was Lord Baltimore seeking this settlement? As a 
home for the Catholics. Yes, but Lord Baltimore not only permitted the 
Catholics to come, but also invited every Christian who was persecuted to 
come and worship God as they pleased. He felt it was wrong for the 
Catholics and Protestants to dislike each other. They wanted to make 
Maryland a place where all men might live in happy peace and quiet, no 
matter what their religion might be. What does this tell you about Lord 
Baltimore as a man? That he was noble by nature as well as by name. 
Yes, and the Piscataway Indians repaid him for treating them kindly, for 
they were very generous to the whites, but they themselves had enemeis. 
The Susquehannoughs, who lived to the north of them along the Susque- 
hannough River, were very fierce and cruel. They did nothing but hunt 
and go to war. They would attack the peaceful tribes who were the 
friends of the Indians. What would Lord Baltimore do then? Try to 
protect these friends. 

Besides catching oysters for food these Indians were also farmers. 
Plow do you suppose they dug up the earth ? Instead of having plows and 
harrows drawn by horses, they dug up the earth with rude hoes made of 
stone or hard wood. Were their farms very large? What kind of soil 
could they dig? Rich, soft soil. When they saw the hoes the English had 
what were they anxious to do? Get those. They soon bought iron hoes 
from the Englishmen. They grew corn, beans and tobacco on their farms. 
How could he protect them if he did not wish to fight? Make treaties with 
them. The Susquehannoughs kept on attacking the peaceful Indians until 
a plague of smallpox broke out among them, and hundreds were killed by 
it. The Senecas then routed them and drove them into Virginia. While 
on the warpath the Senecas damaged the plantations of the whites and mur- 
dered many settlers. Whom would vou blame for this? Yes. the English 
blamed the Susquehannoughs, and following them, surrounded thtm in an 
old fort where they had taken refuefe. They declared they were innocent, 
and showed the English a silver medal and some papers given them bv Gov- 
ernor Calvert as a safe conduct. In spite of this, some of their chiefs were 
killed and the remainder scalped in the night. In their flight they murdered 
many settlers. The Virginians then pursued them, and almost destroyed the 



i,e;sson plans in fourth grade: history. 125 

tribe. The few that remained returned to their old home on the Susque- 
hannough River and submitted to their Indian enemies. There was a tribe 
of Indians on the Eastern Shore, but even though they were unfriendly to 
the Susquehannoughs, they did not trouble them much because the Chesa- 
pake Bay separated them. The Indians were not the only people who 
caused Lord Baltimore trouble. Would you like to hear about them next 
time ? 

10. Kind of settlement. 

1- Houses — forty log huts and wigwams. 

P Oblong in shape and very low. 
2^ Chiefs' homes more comfortable. 

2 Kitchen Middens. 

1- Indians very fond of oysters. 

2- Shells thrown into mounds. 

3- Mounds covered with grass, shrubs and trees 

3 Land. 

1- Cultivated by Indians. 

2- Land dug up by stone hoes. 

3^ Beans, corn and tobacco raised there. 

11. Purpose of settlement. 

P Refuge for Catholics. 

2- All Christians invited. 

3- Wished Maryland to be a place where all men might live in 

peace. 

12. Trouble of colonists. 

12 With Indians. 

P Piscataways very friendly. 

2^ Susquehannoughs very hostile. 

3^ Piscataways attacked. 

4^ Colonists protected Piscataways. 

5" Senaca attacked. 

P By Susquehannoughs. 
2^ Some white people killed. 
' 3^ Colonists attacked Susquehannoughs. 

4^ Killed chiefs ; drove rest away. 
Assignment : Tell about the huts bought from the Indians. Tell 
about the "Kitchen Middens." For what purpose was Maryland founded? 
How did the Susquehannoughs cause the colonists trouble? Compare our 
mode of preparing the soil with that of the Piscataways. 

Lesson V. 

Problem v. To learn of Lord Baltimore's troubles with other people 
besides the Indians. 

Method of Procedure : How did the Indians really cause the colon- 
ists trouble? Why did they not attack the colonists? 'For what purpose 
was Maryland founded? What did his enemies say would happen to 
others besides the Catholics? They would be persecuted. Do you re- 



126 IvKSSON PLANS IN FOURTH GRADE HISTORY. 

member when King James gave the grant of land to the colonists? He 
afterward took away part of it, and this is what he gave to Lord Baltimore. 
Now, William Claiborne, a Virginian, had established a trading post on a 
little island, Kent Island, in the Chesapeake Bay. What did he trade? 
Furs, With whom? Indians. When Maryland was finally established 
Lord Baltimore wrote to Claiborne, and told him that he was on IMaryland 
soil; therefore he must take out a Maryland license. What reply did Clai- 
borne give? Would not do it. Did not like Lord Baltimore's colony be- 
cause it was Catholic, so was glad of an excuse to cause trouble. 

Lord Baltimore then sent Claiborne notice to leave. This he refused to 
do. What would Lord Baltimore now do? Try to make him leave. 
How? By sending a boat to attack him. What would Claiborne do? 
Fit out a boat to attack Lord Baltimore. This is what happened. Clai- 
borne armed a small boat, the Cockatrice, and sent it out to hunt for Lord 
Baltimore's vessels. Governor Calvert sent out two vessels, the St. Helen 
and St. Margaret. These two boats set out to hunt the Cockatrice. Where 
did they expect to find it? In Chesapeake Bay. After awhile they met, 
two boats against one. Which won? Yes, the St. Helen and St. Mar- 
garet defeated the Cockatrice. What must Claiborne do? Give up his 
claim to Kent Island. He went farther up the bay and bought an island 
from the Indians. This was really a part of Lord Baltimore's colony, but 
Claiborne did not know it. Soon after this John Boteler and Thomas 
Smith went to Kent Island and tried to make trouble, but Governor Calvert 
sent an army after them and made them prisoners. Boteler was pardoned, 
and remained faithful to Lord Baltimore from that time. How did this 
trouble hinder the growth of the colony? Instead of spending time build- 
ing homes and raising crops, they had to try to subdue their enemies. Do 
you think Claiborne was willing to give up his fight? No, he was not. and 
even though he lived to be eighty years old he spent the greater part of 
that time trying to make trouble for the colonists. 

Just about this time war broke out in England, and the king was be- 
headed. This left Parliament in power. Would this make any difiference 
in Lord Baltimore's colony? Yes, for Lord Baltimore had lost his friend, 
the king. What do you suppose Claiborne would try to do? Get ParliS,- 
ment to take away the charter. That is exactly what happened. Clai- 
borne took charge and established the Church of England. He said no 
Catholic should worship in Maryland. FTe had charge only a short time, 
when Oliver Cromwell, a friend of Lord Baltimore's, took charge of affairs 
in England. What do you think Cromwell would do? Give Lord Balti- 
more his rights. What would he do about the religion? Let the Catholics 
worship. After this Claiborne gave up trying to trouble Maryland. 
Another trouble now arose. Maryland's neighbor on the north began trou- 
bling her, but we must let that wait until next time. 
22 With Claiborne. 

l^ Established tradin2^ post on Kent Island. 
2^ Kent Island claimed by Maryland. 



LESSON PLANS IN FOURTH GRADE HISTORY. 127 

3-'' Claiborne refused to take out a Maryland license. 
4^ War followed. Claiborne defeated. 
5-^ Claiborne made trouble several other times. 
Assignment: Tell about Claiborne's trading post on Kent Island. 
Locate Kent Island. Tell about the war. What right had Virginia to 
claim Kent Island ? What right had Maryland ? What was the result of the 
war? 

Lesson VI. 
Problem VI : To learn about Maryland's trouble with her 'neighbors 
on the north. 

Method of Procedure: Maryland had just settled her troubles with 
whom? Claiborne. Where did Claiborne live? Now today we are to 
find out about Maryland's trouble with her neighbor on the north (map)^ 
King Charles II gave William Penn this grant of land. Maryland claimed 
}iart of it. (Maryland claimed territory to 40 degrees N. This took in 
Philadelphia). What happened? They quarreled. What was a good 
way to settle this dispute? To have the land surveyed. To draw a boun- 
dary line. Where would they send for surveyors? To England. Yes, 
they sent out surveyors several times. What troubles would surveyors 
have ? Indians and rough country. This went on for fifty years, until 
finally they sent out two men. Mason and Dixon, who were to establish a 
boundary line that would be satisfactory to both colonies. As they sur- 
veyed how would they mark the boundary line? With posts or stones. 
How far apart would these stones be? A mile. Yes, but sometimes in 
this rough country they had to put them five miles apart. On one side of 
these five-mile stones they cut the coat-of-arms of William Penn. On the 
other side Lord Baltimore's. On which side did they cut Penn's? These 
two men worked side by side, and ran the line west 250 miles, but were 
stopped by the Indians. They were afraid of the surveyors' instruments. 
This deferred the work, but later on it was finished. 

Now that Maryland's troubles with the Indians, Claiborne and Penn 
were over, what would you expect it to do? Prosper. If they were pros- 
pering what would happen? Towns would be built and grow. What 
should be our problem next time? To learn something of the growth of 
the towns of Maryland. 

3- With Pennsylvania. 

P Grant of land given William Penn by Charles II. 
2^ Maryland claimed part of land. 
3^ Dispute arose. 
43 English surveyors sent out. 
5-^ Country wild. Savages troublesome. 
6^ Dispute lasted fifty years. 
7^ Mason and Dixon sent. 
8-^ Boundary line established 250 miles. 
1^ Called Mason and Dixon Line. 
2* Posts set up every five miles. 
3'* Coats-of-arms on posts. 



128 I^ESSON PLANS IN FOURTH GRADE HISTORY. 

4'* Work stopped by Indians. 
5^ Completed later on. 
6'* Colony prospered. 

Assignment: What caused the trouble between Maryland and Penn- 
vania? Imagine yourself a surveyor; write of the difficulties you had 
while surveying the boundary line. What was the result of settling this 
dispute ? On a base map show Mason and Dixon's Line. 

Lesson VII. 

Problem vii : To learn something of the growth of the towns of 
Maryland. 

Method of Procedure: About the time, 1649, Claiborne was giving 
Maryland so much trouble a company of Puritans from Virginia came over 
and made a settlement on Maryland soil. Why do you suppose they came? 
Ill-treated in Virginia because of their religion. 

They called their settlement "Providence." Later on its name was 
changed to Annapolis. It grew to be a flourishing town, and now what 
buildings are found there? State House and Naval Academy. 

It is situated on the water. What do its people do? Go oystering, fish- 
ing and crabbing. Yes, Annapolis is one of the best oyster packing towns 
in Maryland. Annapolis is also important in history. About two hundred 
years ago England needed money. The men in England would pay no more 
taxes. Where would England try to get money? From her English colon- 
ists in America. How did they feel about this? Very angry. What do 
you suppose they did? Refused to pay. 

Then England decided to tax them. She put a tax on the articles she 
sent the colonists. Paints, paper, glass, tea. What might they do? Re- 
fuse to pay them. England then took ofT all taxes except that on tea, and 
sent a cargo of tea on board the Peggy Stewart. It landed at Annapolis. 
The colonists refused to pay the tax, so the owner, Anthony Stewart, paid 
it. How do you suppose this made the people of Annapolis feel when one 
of their own people paid the tax ? They became so incensed that they went 
to Mr. Stewart's home, saying they would tar and feather him. Would 
this be a good way to settle the difficulty? No, a quieter way would be 
better. Some gentlemen advised that he be made to sign a paper saying 
he had insulted the colonists. Did this get rid of the tea? No, one of the 
men told Stewart if he did not burn the tea they would hang him before 
his own door. What w^ould you have done? Burned it. That is what he 
did. The people in the town watched it burn. As they saw it burning they 
took off their hats and cheered. This was "Maryland's Tea Party." What 
was our problem for today? "The Towns of Maryland." How many 
have we taken up? One. What might we do tomorrow? Discuss another 
town. 

13. Towns of Maryland. 
1~ Annapolis. 

P First called Providence. 

2^ Settled by Puritans from Virginia. 

3^ Cause of settlement. 



LESSON PLANS IN FOURTH GRADIJ HISTORY. 129 

4-^ Name changed to Annapolis. 

5^ Buildings. 

6^ Occupations of people. 

7^ Important event. 

P Burning of Peggy Stewart. 

P England needed money. 
2:^ England taxed colonies. 
3^ Colonists would not pay. 
4^ Tax put upon tea, paint, paper and glass. 
5^ Colonists would not use these articles. 
6^ Taxes taken off all but tea. 
7" Cargo of tea brought over on Peggy Stewart. 
8^ Colonists would not accept it. 
95 Peggy Stewart burned. 
Assignment: Tell about the growth of Annapolis. Did Anthony 
Stewart do right when he burned the boat? Why? Why did England 
put a tax on paper, glass, tea and paint? Were the colonists right in not 
paying it? 

Lesson VIII. 
Problem viii. To learn about another town in Maryland. 
Method of Procedure : What town of Maryland have we just 
studied? Annapolis. Who settled it, and why? What else did we learn 
about it besides its settlement? Did you agree with the way in which the 
colonists acted about the tea? 

What are we to learn today? About another town in Maryland. 
Yes, and it is to be our own town, Baltimore. What do you think we 
should learn first about it? Its settlement. About seventy-five years after 
Annapolis was settled some planters who lived along the Patapsco River 
found they were raising more than they needed. What were they raising? 
Tobacco, corn and vegetables. What would they want to do with this? 
Sell it. How could they do this? Send it away. How could they send 
it? By boat. Then what would they need? A convenient place for these 
boats to land so that they might unload and load. They bought sixty acres 
of land for forty shillings an acre, and after surveying the land, named it 
Baltimore. After whom was it named? Lord Baltimore. 

At first this town grew very slowly. It started with fourteen people, 
and at end of twenty years it had only twenty houses and one hundred 
inhabitants. It then began to grow faster, and is now the largest town in 
the State. Now that you have found it prospered, what would you have 
liked to learn further about it? If it had trouble with any other town. It 
did have trouble, and I wonder if you can tell me with whom? England. 
This trouble was not caused by taxes, like the trouble at Annapolis. Eng- 
land was at war with France, and needed men to fight for her. She sent 
ships out on the ocean (what ocean?) to stop ships coming from United 
States. They took men oflf these shins and carried them to England to 
fight for them. How do you think this made United States feel? What 



130 LESSON PLANS IN FOURTH GRADlJ HISTORY. 

could they do? Send ships out after these English ships. Yes, a number 
of these ships sailed from Baltimore. How would this make England feel 
about Baltimore? Dislike her. What would they decide to do? Cap- 
ture Baltimore. How would they try to reach Baltimore? By water. 
Yes, but they also tried to reach it by land. Seventy English ships an- 
chored off North Point on Sunday, September 11, and early next morning 
landed 9,000 men under General Ross. These troops started to march to 
Baltimore, but were met at North Point by American troops and General 
Ross was killed. After his death the English went back to their ships. 
While these men were trying to reach Baltimore by land an English fleet 
was trying to reach it by water. Our channel is very shallow. How would 
this help Baltimore? Keep the ships away. Yes, they could not get with- 
in two miles of Fort McHenry, and for twenty-four hours they hurled 
shots and shells at Fort McHenry. The ships were too far away to dam- 
age the fort, and also for the fort to damage the ships. 

During the Star-Spangled Banner celebration, 1914, why did they have 
a flag made of school children at Fort McHenry? Francis Scott Key 
wrote the song while on a ship that was bombarding Fort McHenry. 

Key went on board of one of the British ships to ask for the exchange 
of an American soldier. The British would not let him leave during the 
bombardment, and while detained there he wrote the Star-Spangled Banner 
on the back of an old envelope. 
2- Baltimore. 

l-"* Named in honor of Lord Baltimore. 

2"^ Settled by planters along Patapsco River. 

3^ Cause of settlement. 

1'* Planters needed good harbor to load and unload 
cargoes. 
4^ Value of land, 40 shillings an acre. Sixty acres. 
.S3 Growth of town. 

1^ At first very slow. 

2^ At end of 20 years, 20 houses, 100 inhabitants. 
3^ Now largest city in Maryland. 
6^ Occupation of people. 

1^ Long ago — Farmers and planters. 
2^ Now — Manufacturing and oystering. 
P Battle of North Point. 
7^ Important events. 

1-* Battle of North Point. 

P England at war with France. 
2^ Needed men. 
3^ Tried to take men off boats. 
4^' Privateers from Baltimore sent to stop them. 
5^ England disliked Baltimore. Tried to capture it. 
6^ Landed at North Point. 
7^ General Ross Killed. 
2^ Bombardment of Fort McHenry. 



LESSON PLANS IN FOURTH GRADE HISTORY. 131 

P English tried to reach Baltimore by water. 

2^ Channel very narrow. 

3^ Boats compelled to anchor off Fort McHenry, 

two miles away. 
4^ Fired upon fort for twenty-four hours. 
5^ Star-Spangled Banner written. 
1'^ Key on board British ship. 
2'' Wrote song on back of envelope, 1814. 
Assignment: Write about Baltimore, using the following outline: 
1. Settled by whom? 2. Cause of settlement. 3. Value of land. 4. 
Growth of town. 

Tell what you can about the circumstances under which the Star-span- 
gled Banned was written. 

Lesson IX. 
Problem ix. To find out from our knowledge of the history of 
Maryland in what ways the Calverts showed their ability as leaders. 

Method of PbocEdurE: What is a leader? In a school game why 
do you let a certain boy lead the game? Who are leaders in a community? 
Then who would be ^ leader in a state? What makes them leaders? (1) 
Earnest in purpose, strong in faith. (2) Courageous in facing difficulties. 
(3) Commanding — making others obey. (4) Kind, generous, thoughtful 
of others. (5) Good thinkers, ability to see clearly. (6) Gaining respect 
of associates. (7) Adventurous spirit. 

In what ways did the Calverts show kindness and thoughtfulness of 
others? In wishing to find a peaceful home for the oppressed Catholics. 
In not remaining in Newfoundland, where it was too cold. In buying land 
from the Indians. In not remaining in Virginia, where Church of England 
was favored. In what ways did they show courage? In facing difficul- 
ties in America, when they might have been living a life of ease in England, 
or on their estate, "Baltimore," in Ireland. Leaving life of wealth for dan- 
gers in New World. 

In what ways did they show ability to command others, or to gain con- 
fidence of others? A group of three hundred people willing to try again 
after the disaster in Newfoundland. Ability to make good bargain with 
the king. Two arrows and one-fifth gold and silver. Way in which trou- 
ble was settled with Pennsylvania. Gaining friendship of Indians by treat- 
ing them kindly. In what ways is respect shown their memory today? 

1: Largest city in Maryland named for them. 2. ]\Iaryland flag. Coat- 
of arms of Crossland and Calvert family. 3. Maryland seal. 4. County in 
state named for them. 

Let us make out outline. 
14. Calverts as leaders. 

P Characteristics of good leaders. 
1^ Earnest purpose. 
2^ Not afraid of danger. 
3^ Make people obey them. 
4^ Kind and thoughtful. 
5^ Able to settle difficulties. 



132 I^ESSON PI.ANS IN FOURTH GRADE HISTORY. 

2- Showed kindness and thoughtfulness. 

P In helping CathoUcs in England. 
2^ In leaving Newfoundland. 
3^ In buying land from Indians. 

3- Showed ability to command. 

P In settling trouble with Claiborne. 
2-^ In settling trouble with Pennsylvania. 

4- Showed courage. 

1-^ In leaving wealth in England for dangers of New World 

5- Honor paid to memory today. 

1'^ Largest city named for Baltimore. 

2-^ Maryland flag and shield — coat-of-arms of hi^ wife's 
and his family. 

MARYLAND SEAL. 

After the trouble with Ingle and Claiborne Lord Baltimore sent over a 
new seal to replace the Great Seal (Silver) taken by Ingle's followers. On 
one side was Lord Baltimore on horseback, clad in full armor and holding a 
drawn sword. Around the edge was the Latin inscription, meaning Cecilius, 
Absolute Lord of Maryland and Baron of Baltimore. 

On the other side were engraved the arms of the Calvert and Crossland 
families (Alicia Crossland was mother of George Calvert) supported on 
one side by a fisherman, and on the other by a ploughman, and resting on a 
scroll bearing the inscription, Fatti, Maschu, Parole Femini — meaning 
"Deeds are males, words females," or "Manly deeds, womanly words." 

Several new seals have been used, but the old one has now been in use 
since 1876. Ten different seals have been used. 

MARYLAND FLAG. 

During the battle of the Severn Governor Stone carried a Maryland 
flag. This flag contained all of the colors and characteristic design of tho 
Great Seal. It was adopted as the legal flag of the State by the General 
Assembly of 1907, and was ordered displayed from the State House during 
the session of the Assembly. 

PENNSYLVANIA: WILLIAM PENN. 

Mode: of Attack : Why did the Catholics and the Pilgrims leave Eng- 
land? Because of religious persecution. There was another company of 
people in England, the Quakers. These people tried to find what was right 
by consulting their own hearts. They believed in showing no more signs 
of respect to one man than to another, and at that time they would not take 
off their hats even to the king himself. These people suffered even more 
because of their religion than the Catholics and Pilgrims had, yet they were a 
brave people. They would go anywhere, and speak what they believed to 
be true and right, even though they knew they would be cast into prison for 
it. I must tell you how they came to be called Quakers. Once their leader, 
George Fox, was taken before a judge and accused of breaking the law, 
because he had been preaching in the streets. He bade the judge to "trem- 
ble before the Lord." Since quake and tremble mean the same, the Society 
of Friends came to be called "Quakers." 



I^ESSON PLANS IN FOURTH GRADER HISTORY. 133 

The Quakers approved of dressing very plainly. If people think too 
much of their clothes, they said they would become proud and envious. 
They loved to remember that Abraham and Isaac were herdsmen ; that John 
the Baptist wore a rough garment of camel's hair ; and, greatest of all, that 
the Savior was born in a manger and reared in a carpenter's home, and 
choose poor workingmen for his followers and friends. 

George Fox, the founder, studied these facts from the Bible while at- 
tending his master's sheep. He was a poor weaver's son. 

These Quakers were often cruelly whipped and thrown into dark 
prisons, where manj died because of the bad treatment they received. What 
should you like to learn about these people ? Who helped them ? 

Pupil's Aim : To learn from whom the Quakers secured help from 
the persecution. 

Method of ProcedurF: What should you have done had you been a 
Quaker? Tried to leave England. But these people were very poor. 
What was necessary if they wished to leave England? They must have a 
place to go and a way of going. What was the only way to secure a place 
to go? Get a grant of land in America from the king. Would he be likely 
to give these poor people a grant of land in America, and vessels to use in 
going? No. How might he be persuaded to do this? If a friend of the 
king should ask for the grant perhaps he might give it. There was a rich 
young Quaker, William Penn, who felt very sorry for these people, and 
wished to help them. He had not always been a quaker. Should you like 
to know how he became one ? He was the son of a rich admiral, and while 
attending Oxford University in 1660 he heard George F'ox preach. Penn 
and many of the other students were convinced that he spoke the truth. 
From that time on Penn refused to wear the student's gown, because he 
said it showed pride. He and some of the other students began to hold 
Quaker meetings. What do you suppose happened? He was expelled 
from the University. When he reached home how did his father feel about 
this? Very angry. He tried to make Penn say he would no longer be a 
Quaker. Penn would not yield ; then his father even whipped him, but it 
did no good. Finally he turned him out of doors. How would his mother 
feel about this? Very sad. What would she do? Persuade her husband 
to let him come home again. Admiral Penn then decided to send him trav- 
eling through Europe. Why? So that he might forget about the Quakers. 
Even though he traveled for several years, and studied, he did not forget 
his friends. When he was twenty-two he was in Ireland looking after some 
business for his father. While there he heard George Fox preach again. 
Soon after this he was put in prison for being, one of a crowd of people who 
listened to Quaker preaching. 

When he was set free his father sent for him to come home imme- 
diately. Why? To tell him to give up the ways of the Quakers. William 
said he could not do this. Then Admiral Penn told him that if he would 
only take off his hat before King Charles II and Duke of York, and himself, 
he would forgive everything else. William would not yield. What hap- 
pened. He was turned out of doors again. How might his mother help 
him now? By sending him money. The king, Charles II, and the Duke of 



134 LESSON PI.ANS IN FOURTH GRADi: HISTORY. 

York were also kind to him for his father's sake. Penn was put in prison 
many times for writing and preaching about the Quaker rehgion. At last 
his father, finding his son was so determined, allowed him to come home, 
and never again interfered with him in his religious belef. When the old 
admiral was dying he sent for his friends, Charles II and Duke of York, 
asking that they be friends to William. Both promised, and kept their 
word. William was very glad of this when it came time for him to ask 
for help for the Quakers. Should you like to know how he did this ? 

PENNSYLVANIA— WILLIAM PENN. 

L William Penn. 

1^ Conditions in England. 

P Quakers badly treated. ' 

2^ Kind of people. 

1- Tried to find what was right by consulting own hearts. 

2- Believed in respecting all alike. 

3- Spoke what they believed to be true and right. 
42 Dressed very plainly. 

5- George Fox, their leader. 
31 William Penn. 

1- Son of Admiral Penn. 

2- Became a Quaker while at Oxford. 

3- Expelled for refusing to wear gown. 
42 Sent to travel in Europe. 

5^ Imprisoned upon return for attending Quaker religious 
meeting. 

6- Expelled again from home. 
72 Called home by father. 

8^ Promise given Admiral Penn of Charles II and 
Duke's friendship to William. 

Assignment: Write a story telling how the Quakers received their 
name. Tell how Admiral Penn tried to make Penn give up the Quaker 
religion. 

Lesson II. 

Pupii^'s Aim : To learn how William Penn helped the Quakers. 

Method oe Procedure : After Admiral Penn's death who took charge 
of his afifairs? William Penn. Was Penn any longer in danger of impris- 
onment? No. King and Duke of York had promised to be his friends. 
The admiral had been a faithful friend to the king. He had also loaned 
the king $80,000. When Penn was settling up the estate the king could 
not pay this money. How do you suppose Penn was willing to settle the 
debt? By the king giving him a grant of land in America. Would this be 
an easy way to settle the debt? Charles II was very glad to settle the debt 
so easily, so he gave Penn a great tract of land north of Maryland and west 
of the Delaware River. (Use map). For this Penn was to pay to the 
king two beaver skins each year and one-fifth of the gold and silver found. 
This tribute was duly paid by the Penn family for ninety-nine years, or 
until Pennsylvania becaire an independent state. Penn wished to call it 



LlvSSON PivANS IN FOURTH GRADE HISTORY. 



135 



New Wales, because Wales is a mountainous countr}', and he had heard 
that there were mountairts beyond the Delaware River. Had he heard 
rightly? Yes. Appalachian Mountains. But King Charles II did not 
like this name, so Penn decided to name it Sylvania, meaning woods, but the 
king when he signed the charter put "Penn" before Sylvania, making it 
Penn's Woods. Penn was annoyed at this. Why? Because he was so 
modest. But the king declared it was in honor of Admiral Penn's faithful 
service. The king did not think it worth much. He did not know that 
these woods would one day be of greater value than all of his riches. Can 
you tell something useful that comes from these mountains of Pennsylvania? 
Coal and iron. When Penn received his grant of land from the king he 
found that he had no seacoast. What do you suppose he did? Tried 
to secure more land. Yes, he bought (New Jersey; use map) from Duke 
of York. New Jersey included Delaware. 

How did Duke of York secure New Jersey? Took it away from the 
Dutch. What people had settled there? Swedes. Just as soon as Perm 
had settled about the tract of land he sent over three shij)5, in which were 
a number of people who were anxious to settle in Pennsylvania. One ship 
was driven to West Indies by a storm; the other two reached the Delaware 
River, and anchored off the little Swedish town of Chester. Here they 
were blocked in the ice. The Swedes did all they could for the comfort 
of the people, but many were unable to get shelter, so they dug caves in the 
ground or built earth huts, and there Penn found them when he came over 
in the following autumn. What should you like to know next? What 
Penn did when he reached America? 
41 Grant of land given. 

P Penn settled up his father's estate. 

2- King owed Admiral Penn money — $80,000. 

3- Could not pay. 

42 Penn asked for a grant in payment. 
52 King glad to settle debt. 

6- Location of grant. 

P North of Maryland and west of Delaware River. 

7- Tribute to be paid. 

l-"^ Two beaver skins and one-fifth of gold and silver. 
8^ Tract named. 

P Penn's wish — New Wales. Why? 
2^ Objection of king. ^ 

3-" Called Sylvania by Penn. 
4^ Called Pennsylvania by king. 
9- New Jersey bought from Duke of York. 
5. First people sent. 

1- Three boat loads. 

2^ One driven to West Indies. 

3- Other two reached Chester. 

P Treated kindly by Swedes. 
Assignment: Write a conversation between King Charles and Penn, 
which will tell how Penn secured the land, or how the debt was settled. Tell 



136 LE^SSON PI^ANS IN FOURTH GRADE HISTORY. 

how Pennsylvania received its name. Imagine you were one of the settlers 
who could not find shelter in a house in Chester, and tell what you did. 

Lesson III. 

PuPii,'s Aim : To find out what Penn did when he reached America. 

Me;thod of ProcfdurF : The next year when Penn was ready to start 
for America what two friends would he wish to bid good-bye. The Duke 
of York and King Charles 11. The king was fond of joking, and told Penn 
that he never expected to see him alive again, because he felt sure that the 
Indians would be glad to catch such a good-looking man as Penn and eat 
him. 

"But, Friend Charles," said Penn, "I mean to buy the land from the In- 
dians, so that they will keep on good terms with me, rather than eat me." 
"But their land," exclaimed the king, "Why, is not all of America mine 
Didn't my people discover it? So haven't I a right to it?" "Well, Friend 
Charles," said Penn, "suppose a canoe full of Indians should cross the sea 
and discover England, would that make it theirs? Would you give up 
your country to them?" The king did not know what answer to make. 
This was a new way of looking at the matter. He probably said to himself : 
"Those Quakers are a strange people ; they seem to think that even Ameri- 
can savages have rights which should be respected." 

Penn then bade the king good-bye and sailed for America. When he 
reached the Swedish settlement the people came to meet him with a sod in 
which was planted a green twig. This was to show that he owned the land 
and all that grew upon it. Next they presented him with a dish full of 
water. This showed he was master of the seas and rivers. Next they 
gave him the keys of the fort. This showed that he was in command of the 
army and had full power. Why did they do all this? How do you think 
Penn accepted it? Very modestly. 

Penn then sailed farther up the Delaware River, 1682, and selected a 
spot where he decided to build a city. The ship in which Penn had come had 
the pretty name of "Welcome," and to the city he gave the name of Phila- 
delphia, which means "Brotherly Love." Why did he give such a name to 
the city? He hoped that all of his people would live and act like brothers. 
What was the first thing that the men had to do before starting a city? Cut 
down trees and build homes. Penn had drawn plans of his city before leav- 
ing England, and the streets were laid off so straight that not a dollar has 
been spent since in straightening them. They named these streets for the 
trees they cut down. What names were given? Chestnut, Cedar, Spruce, 
Walnut, Pine, Locust. These names are still found there. They had plan- 
ned that each home might be in the center of a lot. so that it might have a 
beautiful lawn, and there would be less danger from fire. They worked 
very hard building homes, but winter came on before many homes were 
completed, so some of the people dug caves in the bank of the river. There 
they lived until spring. 

In the spring many more people came. Where would these find shel- 
ter? In caves until homes could be built for them. Philadelphia grew 
very fast. In one year it had 357 houses, many built of frame, many of red 
brick, and still others of logs. In three years it contained 2,500 people, and 



LESSON PLANS IN FOURTH GRADE HISTORY. 137 

something that is important to us — a school for boys and girls taught by a 
Quaker teacher. His terms were : "To learn to read, four shillings a quar- 
ter; to learn to write, six shilhngs." If you should visit Philadelphia today, 
you would not only see beautiful school buildings, but many large public 
buildings. Besides these, there are many old buildings which you would 
like to visit, such as (1) Independence Hall, where many old 
flags and Liberty Bell are to be found. Read story from Guerber. (2) Betsy 
Ross House, where our flag was made. (3) Christ Episcopal Church, which 
Washington attended. You would also like to visit the mint, where some 
of the money you use is made. How had Penn told the king he was going 
to secure the land from the Indians? Have we found out if he did this? 
Should you like to do this next time. • 

6 Penn in America. 

12 Bade King Charles good-bye. 

2- Landed at Swedish settlement. 

3- Reception by the people. 

P Sod presented. 
2'^ Dish of water. 
3^ Keys of fort. 
4^ Site for Philadelphia chosen 1682. 

1^ Sailed up Delaware River. 
2^ Named Philadelphia. 
3-^ Streets laid out very straight. 

I'* Named for trees. 
4^ Homes built. 

I'* Log houses. 
2^ Frame and brick houses. 
5^ Growth of city. 
I'* Very rapid. 

2^ Three hundred and fifty-seven houses in one year. 
3'* Quaker school in third year. 
G^ Noted buildings now in Philadelphia. 
1^ Independence Hall. 
2"* Betsy Ross House. 
3^ Christ Episcopal Church. 
Assignment: Give the conversation between Penn and King Charles 
when Penn went to bid him good-bye. Why did the people present Penn 
with the sod, the* dish of water and the keys to the fort? Compare the 
growth of Philadelphia with the growth of Baltimore. 

Lesson IV. 
Pupil's Aim : To find out how Penn secured the land from the In- 
dians. 

Method of Procedure : How had Penn told the king he would secure 
the land? How might he see the Indians? Call the Indian chiefs together. 
The chiefs came and met Penn under a large elm. He walked into their 
midst unarmed. How do you think this made the Indians feel toward him? 
Very friendly. How do Indians show their friendliness? Smoke the cal- 
umet, or peace pipe. After smoking the peace pipe, Penn bargained for the 



138 LESSON PLANS IN FOURTH GRADE HISTORY. 

land, and made a treaty which lasted for more than sixty years. "The only 
treaty never sworn to and never broken." Why was it not sworn to? 
Against Quaker religion to take an oath. The Indians were delighted with 
Penn. How could they show it? By giving him presents. They gave him 
a wampum belt, on which a paleface and a redskin were represented hand 
in hand. This belt is still carefully kept by the Pennsylvania Historical 
Society. Then Penn made a speech, to which an Indian replied : "We will 
live in peace with Penn and his children as long as the moon and sun shall 
endure." They did live in peace with the Indians because the Quakers were 
so gentle that they treated every one kindly. There is a story which shows 
how good and generous even the Quaker children were. We are told that 
a little girl sat tat the door of a log house one day eating her milk porridge. 
Her mother heard her softly say again and again, "Now thee shan't," then, 
"Keep to thy part." As no one was near the mother stole up on tip 
toe to find out to whom the child was talking. Imagine her surprise when 
she saw her little girl sharing her supper with a big black snake, which ate 
from one side of the bowl, while she helped herself from the other, patting 
him on the head with her spoon if he attempted to come over to her side. 

If you had been a Quaker boy, would you have loved the elm? What 
would you have tried to do? Have it taken care of. It was taken care of 
for many years, and during the Revolutionary War was guarded carefully, 
so that no harm might come to it. In 1810 it was blown down during a 
storm, and a monument with "Unbroken Faith" on it was erected in its 
place. 

Now that Penn had his city started and the land question settled, he 
was delighted with his new home, but did not have much opportunity to 
enjoy it, because he heard that the Quakers in England were being perse- 
cuted again, so he sailed for England. He was not able to return to Penn- 
sylvania for fifteen years, and then only remained for two years. When 
Penn died the management of the colony passed to his three sons. The 
colony did not prosper under their management as it had done under Penn, 
but a man, Benjamin Franklin, came to Philadelphia and did many things 
for the city. Should you like to know what some of these things were? 
S- Treaty with Indians. 

P Chiefs called together. 

2^ Met under large elm. 

3^ Peace pipe, or calumet, smoked. 

4" Land bargained for. 

5^ Lasted sixty years. 

6^ Elm tree taken care of. 

7^ Tree blown down (1810). 

8^ Monument placed there. 
7. Penn's return to England. 

Assignment: Was Penn right in believing the Indians were the right- 
ful owners? What do you think he avoided by treating the Indians as he 
did? Tell the story, showing the gentleness of the Quaker children. What 
city and state does the name "William Penn" recall to your mind? 



LUSSON PI.ANS IN FOURTH GRADE HISTORY. 139 

Lesson V. 

PuPiL^s Aim: To find out what Benjamin Franklin did for Philadel- 
phia. 

Method of Procedure : What is it that we should know about this 
man? His early life. Benjamin Franklin was born in Boston, 1706. He 
was the youngest of seventeen children, and while a boy had to help his 
father, who was a soap and candle maker. He only went to school tw^o 
years, but he read many books at night. In olden times the boys began 
quite early to learn some trade. The natural thing for a boy to do was to 
learn his father's trade. For two years after leaving school Benjamin 
worked for his father. What did he do? Cut wicks, molded candles, 
tended shop and ran errands. He did not like this kind of work, so Mr. 
Franklin took him to see bricklayers, joiners, tanners and cutters at their 
work. Not one of these trades suited the boy. At last his great liking 
for the few books persuaded his father to make a printer of him, so he was 
sent to his brother James' printing office when he was twelve years old. In 
return for his board and clothes, and for being taught the printer's trade, 
Benjamin was to work for his brother until he was twenty-one. Here Ben- 
jamin had better opportunities for reading. Why? The booksellers would 
lend him books, which he would sit up all night to read, so that he might 
return them in the morning. One of James Franklin's friends invited him 
to his library, lending him as many books he he could read. Inspired by 
things which he read, he began to practice writing, and even though he w^as 
kept busy every day, he worked faithfully at his writing every evening, and 
on Sundays, and also tried to improve his language. 

For two years he worked faithfully setting up type and doing the work 
of the office. His brother James then began to print a newspaper, and Ben- 
jamin often thought he would like to write something for this paper, but 
knew that James would not print anything if he knew his little brother 
wrote it, so one night he slipped a little story he had written under the door 
of the office. James found it and showed it to some of his friends. They 
all decided that it was written by a very clever man. How did Benjamin 
feel about this? He was very much delighted, and kept up his secret writ- 
ing for some time, enjoying the joke on James immensely. 

When Benjamin was sixteen James printed something in his paper 
which the Massachusetts Assembly did not like. He was put in prison for 
a month, and was forbidden to print "The New England Courant." He 
then decided to print the paper under Benjamin's name. Now the paper 
was more clever than ever before. Every number was full of fresh news 
and lively jokes. It sold like hot cakes. Things would have gone very well 
had Jame^ not proved such a harsh master to his younger brother, often 
beating him. 

Finally Benjamin could bear it no longer, and decided to run away. 
This made James more angry, and he went to all of the printers in Boston, 
telling them not to give Benjamin any work. 

Unable to get work in Boston, he decided to go to New^ York on a 
packet boat. Are we willing to leave him thre? No. What then should 
be our problem next time? To find out what he did upon reaching New 
York. 



140 IvESSON PI.ANS IN FOURTH GRADE HISTORY. 

BENJAMIN FRANKLIN. 
I. Early life. 

1- Born in Boston 1796. 

1-^ Youngest of seventeen children. 
2^ Worked at candle and soap making. 
3^ Education. 

P Went to school two years. 
2^ Read many books at night. 
4^ Work in brother's office. 
1-^ Set up type. 

2-^ Slipped his stories under office door. 
3^ Paper printed under Benjamin's name. 
1^ Brother in prison. 
Assignment: Tell about Benjamin's boyhood. Tell about Benjamin 
Franklin's education. Tell about the joke he played upon his brother. 

Lesson II. 
Pupil's Aims To find out if Benjamin Franklin reached New York, 
and what he did there. 

Method of Procedure: Where did we leave Benjamin Franklin? 
Why did he leave Boston? To get to New York meant a journey of 300 
miles by boat. This was quite a trip in those days. When he reached New 
York he had little money in his pocket, and since he was a stranger in the 
city, he hunted up the only printer there, William Bradford. Mr. Brad- 
for had no work for him, but advised him to go to Philadelphia, where his 
son was a printer. Early the next morning he was on his way again, and on 
the morning of the fourth day reached Philadelphia. He walked up the 
streets of the Quaker city alone, very tired and hungry. What would be 
'the first thing for him to do? Hunt for food. A boy directed him to a 
bakeshop where he asked for 3 pennys' worth of bread. To his surprise, he 
was given three great pufTy loaves of bread. They were much too large to 
go into his pockets, so he tucked one under each arm, and eating the third, 
went on up the street. 

As luck would have it, he sauntered by the home of a certain Mr. Reed 
just as Miss Reed was standing in the doorway. This young lady, little 
dreaming that she was looking at her future husband, could not keep from 
laughing at the poor, awkward stranger. Where do you think he went 
after finishing his bread? To hunt a lodging-house. Where would he go 
in the morning? To hunt Mr. Bradford. 

When he found Mr. Bradford he was told that he needed no help, so 
he went to the only other printer in Philadelphia, Mr. Keimer, and here he 
was given work. While he was working for Mr. Keimer his brother-in- 
law, Captain Holmes, wrote asking the young man to go home. When the 
captain received the answer he showed it to the governor of Pennsylvania, 
who happened to be with him. The governor read the letter, and expressed 
surprise that a boy of seventen could write so well. 

One day while Franklin and Keimer were at work near the window of 
the printing house they saw two finely dressed gentlemen coming to the 
door. Keimer thought, of course, that the distinguished visitors were for 



IvESSON PLANS IN FOURTH GRADE HISTORY. 141 

him. He was very much surprised when one of them said that he was the 
governor of Pennsylvania, and that he wished to see Benjamin Franklin. 

The governor told Franklin that there was great need of a good printer 
in the colonies, and that if he would set up in business for himself that he 
should have all of the public printing in Pennsylvania and Delaware. This 
was indeed an honor. Furthermore, the governor offered to send Frank- 
lin to London to choose the things necessary for his start as an independent 
printer. How do you think Franklin felt at this honor? Delighted. He 
sailed on the \earl\ ship for London. He was to find letters of introduc- 
tion there. The governor was to send these letters to the firms in London, 
telling them to let Franklin have what he wanted to fit out a printing office. 
When he arrived in London, without money or friends, he found no letters 
awaiting him. The governor had neglected this important work. What do you 
think he did? Hunted for work. He soon found employment with a 
printer, and went to work with a will. While there he made friends with a 
young printer, who so admired his swimming skill that he proposed they 
should travel together and give swimming lessons. At first Benjamin was 
quite pleased with the plan, and the first great American came very nearly 
being a swimming master. However, he decided to give up the idea and 
return to Philadelphia. What would be our next problem? To learn if he 
reached Philadelphia, and what he did. 

2. Life in Philadelphia. 

1- Quarrel with brother. 

2- Departure for New York. 

3- Departure from New York for Philadelphia. 

P Bread bought. 
2^ Fun of Miss Reed. 
3^ Work in printing house. 
4'^ Interest of governor of Pennsylvania. 
1"^ Trip to London. 

P Work in printing house. 
Assignment: Why did Franklin leave Boston? Tell of his first day 
in Philadelphia. Why was the governor interested in him? 

Lesson III. 
Pupil's Aim : To learn if Franklin reached Philadelphia, and what he 
did. 

Method of Procedure: What were we to learn today? What Frank- 
lin did when he reached Philadelphia? It took nearly all of his money to 
pay his way over; what did he then have to do? Go to work again for 
Keimer. In a short time he had saved money enough to set up a business 
for himself. He was soon making a success at job printing, but he was not 
satisfied with this. He wished to print a paper in Philadelphia like Mr. 
Bradford printed in New York. When he was twenty-three he decided to 
print a newspaper and make it the best in America. He set to work. In a 
little while everyone wanted the Pennsylvania Gazette. Why? It had the 
best and latest news. When there was not news enough to fill the paper, 
Franklin wrote funny articles, which pleased the quiet old Quaker town. 
Sometimes he would ask funny jokes in one paper and answer them in 
another, pretending to be a different person each time. 



142 LESSON PI^ANS IN FOURTH GRADE HISTORY. 

Once Franklin published an article in his paper which some of the rich 
men of Philadelphia did not like. Hearing that they did not like what he 
had said, he invited them to supper with him. When they sat down to sup- 
per they saw before them only two puddings made of cornmeal, and a stone 
jug of water. Franklin politely helped his guests, and then, filling his own 
plate, ate heartily. The guests tried to eat, but not being accustomed to 
such fare, could not enjoy it. 

At last Franklin rose and said : "My friends, anyone who can live 
on sawdust pudding and water needs no man's patronage." 

When Franklin was twenty-four he married Deborah Reed, the young 
lady who had laughed at him the first morning of his arrival in Philadel- 
phia. She helped him in every way that she could in his business — folding 
and stitching pamphlets, tending shop, purchasing old linen rags for paper. 

In those days everyone read the almanac very carefully. No matter 
how few books a person had, he was sure to buy an almanac every year. In 
1732, the very year that Washington was born, Franklin made up his mind 
to publish an almanac. It was to contain not only all the useful informa- 
tion usually found in almanacs, but also a great deal of wisdom which should 
benefit the common people, who bought scarcely another book. In it Frank- 
lin printed many funny quotations ; but the things that are remembered best 
are the many wise sayings that he gathered together. Here are a few of 
them : — 

Lost time is never found again. 

Early to bed and early to rise makes a man healthy, wealthy and wise. 

Laziness travels so slowly that poverty soon overtakes it. 

Do you think that a man like Franklin would not wish to do something 
more for his city than just to print a newspaper and an almanac? Should 
you like to know what he did? 

3. Return to Philadelphia. 

1- Worked for Keimer. 
2^ Edited newspaper. 

P Best and latest news. 

3- Independence shown. 

P Supper at Franklin's home. 

4- Marriage to Deborah Reed. 

P Helped him at his work. 
52 Almanac published. 

P Poor Richard's Almanac. 
2^ Contained wisdom and fun. 
3^ Contained many wise sayings. 
Assignment: Tell how Franklin treated the rich men who objected 
to items in his paper. Tell about Poor Richard's Almanac. 

Lesson IV. 

Pupil's Aim : To learn what Franklin did for his city. 

Method of Procedure : Tell some of the ways in which a man may 

serve his city. Franklin began by organizing a better police force. Then 

he formed a fire company, the first in Philadelphia. This company had no 

engines or hose carts, as fire companies have today, but every member had 



LESSON PLANS IN FOURTH GRADE) HISTORY. 143 

to keep a certain number of leather water buckets and some strong bags 
and baskets, in which to carry goods out of a burning house. 

In Frankhn's day all of the houses were heated by great open fire- 
places, near which you might sit and scorch your face, while your back 
froze. Franklin invented an open stove, which heated the entire room, and 
at the same time saved fuel. 

He was a lover of learning, and was not satisfied that Pennsylvania 
had no college, so in 1749 he succeeded in founding the present University 
of Pennsylvania. He helped to start a public library; also to establish a 
Philadelphia hospital. He had the streets cleaned and lighted by street 
lamps that he invented. 

Once when Franklin was in Boston he met a man who showed him 
several electrical experiments. Franklin had known nothing of electricity 
before this time, and was very much interested in it. He then began to 
study about it, and once during a thunderstorm drew enough electricity 
from the clouds, by means of a kite, to fill a Leyden jar. This proved that 
electricity and lightning were the same. He then invented a lightning rod 
to protect his home. 

Just about this time the colonies were having trouble with the French, 
so they held a meeting at Albany to decide what could be done. Pennsyl- 
vania sent Franklin to this meeting as their representative. He wanted 
the colonies to unite and work together. 

Just after this, Penn's sons, who had gained control of affairs when 
Penn died, began to compel the poor people to bear the expenses of the 
colony, so that they need not bear the taxes, even though they were able 
to do it. The people of Pnnsylvania urged Franklin to ask the King of 
England to take away the government of Pennsylvania from the Penns, 
and to govern it himself. The king finally did this. 

During the Revolutionary War, the colonies were too poor to pay their 
soldiers. Franklin went to France and persuaded the French to help 'the 
United States. They sent ships, soldiers, food, ammunition and shoes to 
America. 

When United States was ready to declare its independence Franklin 
was one of the men chosen to prepare the Declaration of Independence. 

4. Work accomplished for Philadelphia. 

12 Public library. 

2^ Fire company. 

3- Stove — Need for this. 

4~ Clean streets. 

52 U. of Pa. started. 

6- Hospital founded. 

72 Electricity — Lightning rod. 

5. Public service rendered. 

P Representative to Albany Convention. 
22 Trip to England in behalf of people. 
32 Trip to France to secure aid during war. 
42 Preparation of Declaration of Independence. 
6 Honor give Franklin. 



144 i.e:sson plans in fourth grade history. 

12 Find Franklin's name used in name of 200 counties or towns 

in United States. 

Assignment: Compare Franklin's fire company with our modem fire 

companies. How did Franklin show that he was fitted for his work? 

What honor did Philadelphia give him? What important events in history 

do we associate with Franklin? 



French and Indian War 

Introduction: What three countries made settlements in America? 
In which section did the Spanish make their settlements? (Locate on map.) 
What became of this settlement? What two other countries then controlled 
America? England and France. Where were the English settlements? 
Where were the French settlements? (Locate on map.) (Here use an 
outline desk map. Have pupils locate settlements.) 

By the middle of the eighteenth century the colonies of England and 
France were firmly planted in North America. The French had crept in 
and made settlements along the St. Lawrence and Mississippi Rivers. What 
had they built along these rivers to strengthen their claim to the land? The 
French had built forts along both rivers. These were used as trading posts. 

Let us compare the territory controlled by the French with that con- 
trolled by the English. Territory controlled by English small as compared 
with that controlled by French. But remember that although it was only 
the coast region that was settled, England claimed that her colonies extended 
straight across North America to the Pacific Ocean. 

Let us look at the land west of the Alleghanies claimed by the French 
and that claimed by the English. What do we find? A great deal of land 
in the Mississippi valley was claimed by both England and France. Why 
were both countries so anxious to claim this land west of the Alleghanies? 
Land was valuable for hunting, trapping and selling furs, and to increase 
their territory. Let us take our outline maps of North America, and locate 
the chief trading posts that have been established by the French. Stodacone 
or Quebec; Hochelaga or Montreal; Port Royal, Acadia; Fort Niagara, 
Fort Duquesne. Map showing forts. 

In what might this overlapping of claims result? In war between the 
French and English. What should be our problem? To learn if this over- 
lapping of claims did result in war between English and French. 

Problem I : To learn if this overlapping of claims did result in war 
between English and French. 

When the French first began to trade for furs with the Indians at 
Quebec why were they willing to give so many furs for the merest trifles? 
The Indians did not know the real value of their furs. (Red cloth, beads, 
brass kettles, etc.) What taught them the value of the furs? The eager- 
ness of the French to secure the furs. What did the Indians then dor 
Demanded guns, hatchets, knives — more useful articles. How did the cun- 
ning French, who knew the real value of the furs, try to gain advantage 
over the unsuspecting Indian, and thus secure the coveted furs? By giving 
him "scaura," or rum, and while intoxicated fleece him. 

Note : Have pupils argue or debate "Why was it not right for the 
white man to use "scaura" to help him to get the Indian to sell the pelts more 
cheaply? 

References: 

Source readers in American History, Macmillan Co., No. 2, p. 9L 
Colonists and the Revolution, Century Co., p. 97. 

Was there any other advantage besides fur trading in occupying this 
territory? Wished to control Ohio River. This was a gateway to Missis- 
sippi valley. What would be the best way for England to strengthen her 



146 IvESSON PLANS IN FOURTH GRADE HISTORY. 

claim to territory in this region? To build homes or trading posts, as the 
French had done. What then will be our problem for next time? 

Problem ii : To learn in what way the English tried to strengthen her 
claim to territory in the Ohio Valley. Let us make our outline of this 
lesson. 

Struggle between France and England for control of territory in America. 
I. Conditions in America. 

1. English possessions. 

Along Atlantic coast east of Alleghanies. Settlements made. Homes 
built. 

2. French possessions. 

Along St. Lawrence and Mississippi Rivers. Forth built as mission 
posts and trading posts. 

3. Comparison of territory controlled. Territory of English small com- 

pared with that of French. 
4.Claims of each countr\\ Much land in [Mississippi valley claimed by 

both English and French. 
5. Reasons for desire of each to claim territory. Valuable for hunting, 
trapping and selling furs. Wish to increase territory. V^ish to gain 
control of Ohio River. Gatevv'ay to [Mississippi River and to jMis- 
sissipi valley. 
Assignments: 1. Why did the French come to America? Why the 
English? Contrast differences in settlement. 2. Why was each one so 
anxious to gain control of Ohio valley. 3. How was it that the claims of 
these countries in Mississippi valley overlapped. 

Lesson II. 
Problem ii. To learn in what way the English tried to strengthen her 
claim to territory in the Ohio valley. 

W^hat did we say was the best way for England to strengthen her claim 
to the territory in the Ohio valley? To build homes or trading posts. In 
order to do this some merchants in Virginia organized a company called the 
"Ohio Company." This company was to build forts along the Ohio River. 
The men at these forts would engage in what? Fur trading. These forts 
would divide the French settlements in Canada from the French settlements 
in Louisiana. (Show this on wall map; also on desk map used in first les- 
son.) What would the French try to do? Keep the English from building 
posts on the Ohio River. How would they do this? Build forts in the 
Ohio country. 

Whom did they find in possession of this country? The Indians. 
These Indians had retreated from the settlements made by the English, 
and had taken up land here. How would they feel when they saw the 
French beginning to build in their territory? Wild with alarm. They 
seemed like a mob of bewildered children between two fires. 

One of the Indians said that the English and French were like the two 
edges of a pair of shears, and that the Indians were the cloth which was to 
be cut to pieces between them. The French, seeing the confusion and 
alann of the. Indians, tried to win their confidence. How would they do it? 
By giving them presents. They did this, but also tried another way. 

England and France were having a war in Europe. How would this 
affect their colonists in America? Make them bitter toward each other. 



I^RSSON PIvANS IN FOURTH GRADU HISTORY. 147 

For this reason the French were anxious to draw the friendship of the 
Indians from the EngHsh, so they told them that the Enghsh were seizing 
their land, and led them to believe that the French would aid them if they 
got into trouble with the English. As a result of this the Indians aided the 
French in an attack upon the little village of Haverhill, Mass., when a rich 
woman, Hannah Dustan, and her nurse were taken captive. A boy, who 
had been taken captive some time before, was with the Indians. The two 
women and he escaped at night after killing some of the Indians, and re- 
turned to Haverhill. The war had begun. Because the Indians took part 
in the struggle it was called the French and Indian war. Another attack 
was made upon Deerfield, Mass. Many of the homes were burned, and 
many inhabitants killed. Others were taken captive and carried oflF to '»he 
Canadian settlements. Read story of the march from Deerfield to Canada. 
"Struggle for continent," Parkman, p. 281. 

How would this make the English feel toward the French? Very bit- 
ter. How would it make the Indians feel towards English? Unfriendly 
and hostile. Why? Felt English were going' to drive them off their lands. 
The English scarcely knew upon which tribe of Indians they might 
depend. Even the Iroquois, who had been so hostile to the French and 
friendly to the English, were now wavering, and neither the French nor the 
English knew in whose favor the Iroquois would decide, yet many of the 
tribes of Indians became fast allies of the French. The chain of French 
forts gradually lengthened in the Ohio country. Which English colony 
would be most anxious to drive the French from the Ohio country? Vir- 
ginia. Why? Because so many of her people would wish to cross the 
mountains to live in the valley. 

How would this be a good thing for Virginia? These settlers would 
need supplies, tools, weapons, horses. These they must buy in the colony. 
How would the governor of Virginia learn about these French forts ? From 
hunters and friendly Indians. What kind of information would he get 
from them? Very meagre. Only a little from each. No connected story. 
If he wished to drive the French out of Ohio country, what must he know be- 
fore making any plans ? The strength of the forts, the number of French and 
their plans. How will he find out their plans? (Children would suggest 
sending out spies). Instead of sending spies the governor decided to send 
a message to the French commander of these forts, telling' him that he was 
on English ground. How might he learn the plans of the French at the 
same time? By sending a messenger, who would be on the alert all the 
time. What would be our problem for the next lesson ? 

Problem hi : To learn whom Governor Dinwiddie. of Virginia, sent 
as a messenger to the commander of the French forts, and also some of his 
adventures on the journey. 
II. French and Indian War. 
1. Cause. 

Overlapping of territory claimed by French and English. 
Mississippi valley and Ohio valley claimed by both. 

War in Europe between France and England. 

Influence of French upon Indians. 



148 LESSON PLANS IN FOURTH GRADE HISTORY. 

. , 2. Signs of trouble. 

English determined to drive French out of Ohio valley. 
Organization of Ohio Company. 
Formed of Virginia merchants. 
Decided to build forts to hold territory. 

Wished to divide French settlements at north from French set- 
tlements at south. 
French determined to hold their territor}\ 
French forts built. 
Confusion and alarm of Indians. 
Confidence of Indians gained by French. 
Attack upon Haverhill by French and Indians. 
Many prisoners taken. 
3. Aim of English to avert trouble. 

Decision of governor to send a messenger to commander of French 
forts. 
Assignments : 

1. Why was this called the French and Indian war? 2. In what way 
would a war in Europe between France and England afifect the 
French and English in America? 3. Why could the French so 
easily influence the Indians to act against the English? 4. Write 
about the Ohio Company. Organized by whom? Reasons for or- 
ganization. 

Lesson III. 
Problem hi. To learn whom Governor Dinwiddie sent as a messenger 
to the commander of the French forts, and also some of his adventures on 
the journey. 

What had Governor Dinwiddie decided to do? Send a message to the 
commander of the French forts. What kind of a messenger would he wish 
to secure. One who would be on the alert. What might this messenger 
learn about the French while on this journey? Where forts are located, 
number of forts, position of cannon, number of French, strength of forts, 
amount of provisions on hand, kind of officers, their friendship with the In- 
dians; also what place would be best for an English fort. What kind of a 
journey would this messenger have? A difficult and dangerous journey of 
about 500 miles through a country where there were no roads or bridges, and 
where they might meet hostile Indians. What kind of a messenger will the 
governor need to endure these hardships ? One who was strong and brave, 
and who knew the ways of the woods, and also the ways of the Indians ; 
quick to decide what to do in time of unexpected trouble. How must he 
meet the French commander? In a courteous way, yet he must be watchful 
if he were to be shrewd enough to learn what he wished to know about the 
French plans. 

A young man, George Washington, nineteen years of a'ge, was chosen 
by Governor Dinwiddie to carry this important message. Why was he 
chosen? His work as a surveyor for Lord Fairfax had made him strong 
and self-reliant ; had given him a great knowledge of Indian character ; and 
of the best way to journey through the wilderness ; had also made him accus- 



IvESSON PLANS IN FOURTH GRADE HISTORY. 149 

tomecl to danger and hardships. His friendship with Lord Fairfax had 
taught him how to talk with people. What preparations would he make for 
this journey? Provisions, dress, Indian guide and a few hunters. Why 
carry provisions? His journey was an important one for his country; he 
could not stop to hunt for food in the wilderness. How carry the outfit? 
On pack horses and in canoes. Besides the hunters and guide, he took with 
him a Dutchman who could speak a little of the French language, and a 
frontier friend named Gist, who knew the way as far as an Indian village, 
Logstown, on the Ohio River. (Use outline map.) They started in Octo- 
ber. What kind of weather were they apt to meet at this season? Rain, 
snow, swollen rivers, swampy wilderness. 

Gist guided them to Logstown, but knew the country no further. Upon 
whom must he rely for help? The Indians. How gain their friendship 
and help? By smoking the peace pipe in a council and telling them the 
French were taking all their furs ; giving them presents and promises of 
further reward. This council lasted five days. Was Washington wasting 
time? No, because he gained friendship of Indians for the English and in- 
formation about the country. He was not impatient because, knowing 
Indian ways, he knew that they never decided anything in a hurry. 

At last a chief named Half-King agreed to take them to Fort Venango, 
the nearest fort in the chain. From there they went to Fort Le Boeuf, near 
Lake Erie, where they met the French commander. How could Washington 
show that he had really come from Governor Dinwiddle? By the papers he 
carried. But anyone could have written such papers? How would they 
prove them to be genuine ? To be genuine they must not only be signed by 
the governor, but be sealed with his huge red seal. 

The French commander received young Washington very courteously. 
He gave him and his men food and drink. Washington was troubled when 
he saw his Indians drinking the "Scaura or firewater," because he was afraid 
he would never get them to leave. The commander, "Saint Pierre," told 
Washington that his letter must be sent by "runners" to the governor of 
Canada at Quebec, but that he would send a reply. It took him three days 
to frame a reply. While waiting for the reply what was Washington doing? 
Looking for the best place to build an English fort; learning all he could 
about the French plans and the French forts ; talking to Indians and trying 
to gain their friendship. At last the answer was ready. It was this : "W^e 
are under orders to keep the English out of the Ohio Valley, and we intend 
to do our duty." 

By Christmas time all was ready for the return journey of 500 miles. 
What would make this return journey less easy? The hardships will be 
doubled because the weather is much colder, the trails in worse condition, 
the horses worn out. In a few days the horses were exhausted. What 
was the only way for Washington to proceed? On foot through this dan- 
gerous country. Who would carry the baggage? Gist and the' Indian 
guide. Of what must Washington take care? Of the important papers. 

The Indian guide proved a rascal. He begged to carry Washington's 
gun for him, but the young Virginian did not trust him. One nig,ht, when 
the little party was tramping along single file, the Indian turned suddenlv 



150 LESSON PLANS IN l-UURTH GRADE HISTORY. 

and fired at Washington from behind a tree. It was dark and the bullet 
missed its mark. Gist wanted to kill the Indian, but Washington would not 
allow him to do so. 

On another occassion Washington nearly lost his life. He and his 
friend had reached the Allegheny River. It was full of floating ice. They 
made a raft of logs. While they were pushing across the river a big cake 
of ice struck the raft, and Washington was thrown into the water. The 
two men at last got ashore on a little island. Having no way to build a 
fire, they had to keep walking all night in their wet clothing. In the early 
morning they were able to get across on the ice, where they secured horses 
at a settler's cabin for the remainder of the journey. 

What had Washington really accomplished? Even though the French 
did not leave the Ohio Valley, Washington had undertaken and perfomied 
a difficult journey; had gained valuable infomiation, and secured the friends- 
ship of Indian chiefs, besides selecting a location for an English fort to be 
built on the Ohio River. 

Governor Dinwiddie was much pleased with what his young, friend had 
done, and made this young man of twenty-two a colonel. He had done his 
duty even though the answer from the French governor was unfavorable. 
Wliat was the only move that Governor Dinwiddie could now make? Send 
men to take possession of the Ohio country. What may we take for our 
problem for next lesson? 

Problem IV : To learn how the English tried to drive the French out 
of the Ohio country. Let us make our outline. 
4. Washington's Trip to French Fort. 
Difficulties of journey. 
f Dangerous journey of 500 miles. 

No roads or bridges. 
Hostile Indians. 
Why Washington was chosen. 

Had grown strong and self-reliant through experience as a sur- 
veyor. 
Accustomed to danger and hardships. 
Knew Indian character. 
Knew country better than anyone else. 
Preparations for journey. 

Provisions, dress, Indian guide and a few hunters. 
Pack-horses and canoes in which to carry provisions. 
The journey. 
Gist, a frontier friend, as guide to Logstown. 
Peace-pipe smoked at Indian camps. 
Half -King, Indian chief as guide to Fort Venango. 
At the French Fort "Le Boeuf." 

Le Boeuf a short distance from Venango. 
Washington courteously received. 
Washington detained while waiting for reply. 
Return to Virginia. 

Unfavorable reply given to Washington. 



LESSON PLANS IN FOURTH GRADE HISTORY. 151 

Difificulties of journey. 

Winter weather, trails in worse condition, horses worn out. 
Treachery of Indian. 
Accident on Allegheny river. 
Result of trip. 

French did not leave Ohio valley. 
Valuable information gained by Washington. 
Friendship of Indians secured. 
Location for English fort selected. 
Washington made a colonel. 
Assignments: 

1. Imagine that you were with Washington. Write a description of 
the journey to the French fort. 2. Compare traveling in those days 
with that of today. 3. In what way did Gist serve Washington? 
4. Why was Washington chosen as the messenger? 5. Give re- 
sults of the trip. 

Lesson IV. 
Problem IV : To learn how the English tried to drive the French out 
of the Ohio country. 

What was the only way for the English to keep the French out? To 
build forts of their own faster than the French. Who would be given com- 
mand of the men sent to build the forts? Washington. Why? He would 
know the best places to build forts. Would use knowledge gained on his 
trip. 

A body of men under Washington was sent to begin work on the spot 
which he had selected, the site of the present city of Pittsburgh. (Locate 
on map.) What action would the French take? Try to drive them away. 
There were a great many more French in the Ohio country than the 
English had supposed. Since there were so many French what happened? 
French would drive English out. What use would the French make of this 
unfinished fort? Capture it and finish it for their own use. This is what 
they did, and they named it Fort Duciuesne in honor of the Canadian gov.- 
ernor. (Locate on map). Would Washington be willing to give up even 
though driven from that place? No. What would he do? Build another 
fort. In great haste Washington now began to build a shelter which he 
called Fort Necessity. Why? Needed it as a shelter in case of an attack by 
French. 

The French did attack them, and even though he fought bravely, with 
his little body of men was obliged to surrender to the French because of 
their greater numbers. The English, however, were permitted to march 
out with flying flags and go home. The French marched triumphantly back 
to Fort Duquesne, burning all the buildings they found on their way. Not 
an English flag was left to wave west of the Alleghanies. What efifect 
would this have upon the English? Arouse them and make them see that 
they must take decisive action. 

They were thoroughly aroused, and sent some men to New York to 
talk over the matter with the Iroquois Indians. Why talk with the Iroquois? 
The Iroquois hated the French. They knew the strength of the French bet- 
ter than the English, and also some of the plans of the French. 



Li2 I^ESSON PLANS IN FOURTH GRADE HISTORY. 

The Iroquois told them that the French were working hke men building, 
strong forts, while the English, like women, had no forts. England now 
saw that something must be done for her colonists here in America, so the 
next year, 1755, General Braddock, an old experienced soldier, landed in 
Virginia with two fine regiments of red-coated soldiers. He was sent from 
England to lead the colonists in their fight against the French. Which of 
the French forts would Braddock wish to attack? Fort Duquesne. Why? 
This fort was the stronghold of the French. 

Horses and wagons were very scarce in Virginia, but Benjamin Frank- 
lin, who always knew how to do the right thing at the right time, went to 
the farmers of Pennsylvania and persuaded them to furnish wagons and 
horses, and the army started for Fort Duquesne. Who would be apt to go 
with Braddock? Washington and his riflemen. Now, General Braddock 
was a brave soldier, and accustomed to fighting in the open fields of Eng- 
land. How do Indians fight ? In ambush. Washington, knowing this, 
advised Braddock, as they entered a deep valley which lay between them and 
Fort Duquesne, to let him send out his riflemen as scouts. What did he 
wish them to find out ? Where the Indians were in hiding. This made 
Braddock very ang.ry. "Do not tell me what to do, young man. I was an 
officer in the king's army long before you were born." Of course no scouts 
were sent in advance. 

On went the English through this deep valley without a thought of a 
hidden enemy, when all of a sudden rang out the dreadful war whoop of 
the Indians. From behind bushes, trees and rocks the savages shot down 
the English soldiers. The English could see no one at whom to fire. The 
enemies were hidden. General Braddock did all that a brave man could do. 
Four horses were shot beneath him. But he was wounded, and died a few 
days later. His last words were, "We shall know better next time." He 
was buried in the trail, Washington reading the burial service. 

France, knowing that England had sent Braddock to x\merica, decided 
to send a general to take charge of her campaign. She sent General Mar- 
quis de Montcalm. What would be our problem for next lesson? 

Problem V: To learn of the part that Montcalm played in the war. 
Let us make our outline. 
5. The conflict. 

Attempt to take Ohio country. 
Washington chosen commander. 
Fort captured by French. Called Fort Duquesne. 
Fort Necessity built by Washington. 
Captured by French. 
English permitted to go home. 
Council with Iroquois Indians. 

Indians told of strength of French. 
Braddock sent by English to help England. 

Landed in Virginia — two regiments of soldiers. 
Preparations to attack Fort Duquesne. 
Washington chosen to aid Braddock. 
Horses and wagons secured by Franklin. 
Attacked by Indians on way to fort. Braddock's death. 



i.ksson plans in fourth cradk iiistoky. 153 

Assignme;nt : 

1. Why were the EngHsh permitted to go home when Fort Necessity 
was captured? 2. Why did England send Braddock to America to help the 
colonists? 3. How were horses and wagons secured when preparing to 
attack Fort Duquesne? What does this act tell you about Franklin? 4. 
Give reasons for Braddock's defeat. 

Lesson V. 

Problem V: To learn of the part that ]\Iontcalm played in the war. 

By whom was Montcalni sent, and for what purpose ? 

Procedure;. 

Montcalm was sent to America by the French to take charge of the 
French soldiers. He gave his time and earnest attention to the winning of 
the Ohio country for France. His first battle, the capture of Oswego 
(Map), was a brilliant success, because it was one of the strongest and 
most important of the English forts. It was located on Lake Ontario, and 
its loss was a great blow to the English. 

The next year Montcalm struck another important blow. News came 
that the bsst of the English troops had gone to attack Louisburg. Louis- 
burg was the strongest of the French forts, and besides Quebec was the 
most important, for it stood at the entrance of the St. Lawrence. This ex- 
pedition left two of the English forts, Edward on the Hudson and William 
Henry on Lake George without strong protection. This was what jNIontcalm 
wanted. He sent messengers to gather Indians into Montreal. They at- 
tacked Fort William Henry, and after a siege of three days a white flag was 
raised, a drum beaten, and one of the English officers left the fort and 
approached Montcahii's tent, asking what course to pursue. Montcalm 
agreed that the English should march out with the honors of war, and that 
they should be taken to Fort Edward the next day under the protection of 
French soldiers. 

He called a council of the Indian chiefs, and made them i:)romise not 
to allow the English to be hurt. The chiefs promised, but the promise was 
kept in a savage fashion. The next morning they fell upon the English and 
commenced a terrible massacre. Montcalm rushed out and cried out, "Kill 
me, but spare the English, who are under my protection." His bravery was 
useless. He found it was easier to lead Indians to battle than to lead them 
away from it. He was glad indeed when his army once more turned toward 
Montreal. 

But Montcalm's greatest victory was yet to come. In 1758, with only 
four thousand men, he defeated an English army of more than 15,000 which 
had been sent to capture old Fort Ticonderoga. It did seem that this great 
French warrior was really going to trample the English under his feet. The 
fortunes of the English looked very dark indeed, but help was near at hand. 

William Pitt, a great English statesman, w4iom Americans admired, 
now took the lead in England. He dismissed the generals whom Montcalm 
had defeated, and put able fighters in their places. Among these was James 
Wolfe. His father was a great soldier, and James was early put to study- 
ing the art of war. He was made an officer at 16, and at 31 was made a 
general as a reward for his bravery. 



154 LRSSDN PLANS IN FOl'RTlI CRADTv HISTORY. 

While Montcalm was winnine^ a great victory at Ticonderoga \\'olfe was 
helping to capture the powerful fortress of Louisburg, which guarded the 
entrance to the Gulf of St. Lawrence; then with a large fleet of war vessels 
and an army of ^),000 soldiers, Wolfe reached Quebec in June, 1759. Mont- 
calm had fortified the city at every point. He had an army of 16.000 
French. Canadians and Indians. The fort itself was on a rocky clitT. so 
high that cannon from the warships could not reach it. 

The French taunted the English, telling them they were foolish to think 
that they could capture Quebec. But Wolfe declared that he would have 
Quebec or stav until November. Fortunately for Wolfe, Robert Strobo 
came into his camp one day. lie had been one of Washington's men in the 
Ohio country. The French had captured him there, and had carried him 
oft" to Quebec, where he had been a captive for five years, and had learned 
every inch of the ground around Quebec. He had escaped, and had come 
to join Wolfe. In wliat way might he serve him? Draw a plan of the 
country around Quebec. 

He showed Wolfe a narrow path just above Quebec where men mi;;;ht 
climb the steep slope and get to the plains on top. 

^^'olfe then decided that since IMontcalm would not come out of his 
fortified city, he would send his picked troops up the river to this path above 
the city and let them climb the rocky heights to the "Plains of Abraham." 
TweiUy-four men volunteered to try to climb this steep rocky path leading 
far away to the top. Up thev went, in the night, clambering over stones 
and catching at the trees and bushes until presently Wolfe and his men 
heard their shouts and guns on the heights as they captured some French 
guards. 

The others followed and in the gray of the morning. \\'olfe formed 
his red coats for the desperate charge which he knew was coming. 

IMontcalm was amazed when he saw the Knglish. The English tinally 
charged bayonets and the French retreated. Wolfe was killed and Mont- 
calm seriously wounded as he sat on his beautiful black horse. 

Wolfe had won one of the greatest victories in the history of the world. 
I'y the treaty of peace which was signed 1763. the king of France sur- 
rendered all of New France from Hudson Bay to Gulf of Mexico and from 
Mississippi River to Atlantic Ocean to England. The courage, devotion 
and self-sacritice of Champlain. Joliet, and ]\Iarquette, of La Salle and 
llennepi!! and the brave elTorts of ^lontcalm were lost as far as France was 
concerned. 

Outline. 
Montcalm sent by France to help French. 

Desire to win Ohio country' for France. Capture of Oswego. Capture of 

Fort William Henry. 

Treachery of Indians. Ajipeal of mercy for English by Montcalm. 

Capture of Fort Ticonderoga. 
Aid given English by ^^'m. Pitt. 

Wolfe sent to command English soldiers. Louisberg captured by English. 

Quebec taken. 

]\Iontoalm's ileath. Wolfe's death. 



i.e;sson pi,ans in fourth grade: history. 155 

6. Result of War: 

Claim to territory in America given by French. 

Assignment: 1. Tell about the capture of Fort William Henry. 2. 
Imagine that you were one of the English soldiers climbing up the narrow 
path to Quebec. Give your experiences. 3. On outline map show territory 
now claimbed by English. 

References: 1. Builders of Our Country — Southworth. 2. Struggle 
for a Continent — Parkman. 3. Our Country's Story — Tappan. Primary 
History U. S. — Morris. Child's Book — American History — Blardsall and 
Ball. Leading Facts American History — Montgomery. 



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